Black Male College Achievers and Resistant Responses to Racist Stereotypes at Predominantly White Colleges and Universities
Black Male College Achievers and Resistant Responses to Racist Stereotypes at Predominantly White Colleges and Universities
复制标题
DOI：
10.17763/0017-8055.85.4.646
复制
发表时间：
2015-12-01
影响因子：
1.7
通讯作者：
Harper, Shaun R.
中科院分区：
文献类型：
--
作者：
Harper, Shaun R.
在这篇文章中，Shaun R.哈珀调查了黑人本科生如何回应和抵制种族主义刻板印象在主要是白色学院和大学的内化。先前的研究一致表明，种族刻板印象在许多校园中司空见惯，其影响通常是心理和学术上的危险，黑人本科生男性往往是高等教育和社会中最刻板的人群之一。证实定型观念的威胁已被证明会破坏黑人和其他少数群体学生的学习成绩和坚持。为了更多地了解那些在中学后的环境中取得成功的人，哈珀在30所以白色为主的学院和大学中采访了黑人男性成就者。他的研究结果表明，这些本科生男性经常面临刻板印象，但通过他们的校园领导角色，他们在学生组织中的参与，以及他们使用的三步战略重定向过程，成功地抵制了他们。通过课外参与获得的沟通和对抗技能使参与者能够有效抵御课堂上遇到的种族陈规定型观念的有害威胁。
In this article, Shaun R. Harper investigates how Black undergraduate men respond to and resist the internalization of racist stereotypes at predominantly White colleges and universities. Prior studies consistently show that racial stereotypes are commonplace on many campuses, that their effects are usually psychologically and academically hazardous, and that Black undergraduate men are often among the most stereotyped populations in higher education and society. The threat of confirming stereotypes has been shown to undermine academic performance and persistence for Blacks and other minoritized students. To learn more about those who succeed in postsecondary contexts where they are routinely stereotyped, Harper conducted interviews with Black male achievers at thirty predominantly White colleges and universities. His findings show that these undergraduate men were frequently confronted with stereotypes but succeeded in resisting them through their campus leadership roles, their engagement in student organizations, and their use of a three-step strategic redirection process. Communication and confrontation skills acquired through out-of-class engagement enabled participants to effectively resist the harmful threat of racial stereotypes encountered in classrooms.