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ERIC Number: EJ777355
Record Type: Journal
Publication Date: 2007-Nov
Pages: 25
Abstractor: Author
Reference Count: 48
ISSN: ISSN-0951-8398
Race and School Achievement in a Desegregated Suburb: Reconsidering the Oppositional Culture Explanation
Diamond, John B.; Lewis, Amanda E.; Gordon, Lamont
International Journal of Qualitative Studies in Education (QSE), v20 n6 p655-679 Nov 2007
Recent research suggests that oppositional culture and a burden of acting White are likely to emerge for Black students in desegregated schools in which Whites are perceived as having greater educational opportunities. Using interviews with Black and White students in one desegregated secondary school, this 'school structures' argument is assessed. While Black students perceive race-based limitations to their opportunities for getting ahead and are cognizant of racial patterns of track placement within the local school context, the authors found no evidence that Black students oppose school achievement. These findings are important because they shed light on some of the educational dilemmas that Black students encounter, which have received limited attention in prior work on oppositional culture. These dilemmas include cross-race peer pressure from Whites among high-achieving Black students and dilemmas of low achievement among Black students who struggle academically. Based on the findings, future lines of research are suggested that might help researchers better understand racial achievement disparities in such contexts. (Contains 11 notes, 5 tables, and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A