Risk, Protection, and Identity Development in High‐Achieving Black Males in High School

The resilience of high‐achieving Black male students is often overshadowed in scholarly literature by narratives of deficit, disorder, and disdain that position Black males as particularly vulnerable in educational spaces. This study builds from two prior analyses of a group of mathematically high‐a...

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Bibliographic Details
Published in:Journal of research on adolescence 2020-12, Vol.30 (4), p.875-895
Main Authors: Houston, Stacey L., Pearman, Francis A., McGee, Ebony O.
Format: Article
Language:English
Subjects:
Black people
High achievers
Identity
Identity formation
Males
Mathematics
Men
Middle schools
Poverty
Protective factors
Resilience
Risk factors
Secondary school students
Secondary schools
Urban poverty
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Summary:The resilience of high‐achieving Black male students is often overshadowed in scholarly literature by narratives of deficit, disorder, and disdain that position Black males as particularly vulnerable in educational spaces. This study builds from two prior analyses of a group of mathematically high‐achieving Black males living in high‐poverty urban communities and attending underresourced schools during their middle school years and focuses on the external risk and protective factors these students experienced during high school. Findings suggest that Black male high achievers were forced to overcome a confluence of institutional and curricular barriers while leveraging relational and organizational resources that promoted positive identity development and mathematics achievement.
ISSN:1050-8392
1532-7795
DOI:10.1111/jora.12568