ERIC Number: ED362587
Record Type: RIE
Publication Date: 1993-Apr
Reference Count: N/A
Devaluing of Academic Success by African-American Students: On "Acting White" and "Selling Out."
Collins-Eaglin, Jan; Karabenick, Stuart A.
The meaning of academic achievement for African American students was studied in 2 populations, a sample of 145 (53% males, 47% female) African American middle school and high school students in an African American Academy summer enrichment program and 45 African American high school seniors (36% males, 64% females) in a summer program for students trying to gain college admission. Student attitudes were measured with scales that assessed the feeling that academic success equals selling out and that it represents acting white. No evidence of pervasive academically alienating beliefs among African American adolescents was found. However, a sizable proportion of students sampled did indicate some level of agreement with such beliefs. It may be that students in these summer programs place a higher value on academic achievement than does the general population. A strong relationship was found between academically alienating beliefs and a feeling of being threatened by seeking help. This finding may suggest that for African American students seeking help threatens their self-esteem and confirms the cultural stereotypes that African American students cannot succeed. Two tables summarize study findings. (Contains 7 references.) (SLD)
Descriptors: Academic Achievement, Alienation, Behavior Patterns, Beliefs, Black Students, College Bound Students, Cultural Images, Educational Attitudes, Elementary School Students, Enrichment Activities, High School Students, Intermediate Grades, Middle School Students, Middle Schools, Negative Attitudes, Racial Attitudes, Secondary Education, Social Attitudes, Stereotypes, Student Attitudes, Summer Programs
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: African Americans; Social Devaluation
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).