Playing the Game and Paying the Price: Academic Resilience among Three High-Achieving African American Males

This article examines themes of academic resilience in the descriptions of academic achievement by three students at Benjamin High School, one of the least affluent high schools in Bayside, Florida. Through ethnographically informed interviews conducted during their senior year, coherent themes emer...

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Bibliographic Details
Published in:Anthropology & education quarterly 2005-09, Vol.36 (3), p.250-264
Main Author: Gayles, Jonathan
Format: Article
Language:English
Subjects:
Academic Achievement
Academic education
African American Students
African Americans
Anthropology
Coping
Cultural anthropology
Education
Educational Anthropology
Educational sciences
English teacher education
Ethnic minority, racial problems, cultural differences
Ethnography
Feminist anthropology
First Generation College Students
Florida
Goal Orientation
High academic achievement
High Achievement
High School Seniors
High school students
High schools
Interviews
Males
Narratives
Outcomes of Education
Personality Traits
Portfolio Assessment
Profiles
Schools
Secondary school students
Sociology of culture
Sociology of education
U.S.A
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Summary:This article examines themes of academic resilience in the descriptions of academic achievement by three students at Benjamin High School, one of the least affluent high schools in Bayside, Florida. Through ethnographically informed interviews conducted during their senior year, coherent themes emerge that provide insight into these students' resilience. I argue that the students diminished the degree to which academic achievement separated them from their peers, in addition to situating achievement in a utilitarian fashion. Ultimately, acting on the notion of academic achievement in this manner positively impacted their resilience.
ISSN:0161-7761
1548-1492
DOI:10.1525/aeq.2005.36.3.250