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ERIC Number: EJ814367
Record Type: Journal
Publication Date: 2008
Pages: 32
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0017-8055
Achievement as Resistance: The Development of a Critical Race Achievement Ideology among Black Achievers
Carter, Dorinda J.
Harvard Educational Review, v78 n3 p466-497 Fall 2008
In this article, Dorinda Carter examines the embodiment of a critical race achievement ideology in high-achieving black students. She conducted a yearlong qualitative investigation of the adaptive behaviors that nine high-achieving black students developed and employed to navigate the process of schooling at an upper-class, predominantly white, suburban public high school while maintaining school success and a positive racial self-definition. Based on an analysis of interview data, participant observations, and field notes, Carter argues that these students' conceptions of race and how race operates in their daily lives informs their constructions of achievement beliefs, attitudes, and self-definitions and informs their racialization and deracialization of the task of achieving at various times in the school context. Findings from this study indicate that students with strong racial and achievement identities may develop a critical race achievement ideology and enact resilient, adaptive behaviors in racially challenging contexts. (Contains 1 figure and 8 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A