Peer Support for African American Male College Achievement: Beyond Internalized Racism and the Burden of “Acting White”
Peer Support for African American Male College Achievement: Beyond Internalized Racism and the Burden of “Acting White”
复制标题
非裔美国男性大学成就的同伴支持：超越内在的种族主义和“表现白人”的负担
DOI：
10.3149/jms.1403.337
复制
发表时间：
2006
影响因子：
--
通讯作者：
S. R. Harper
中科院分区：
文献类型：
--
作者：
S. R. Harper
理论家们认为，种族压迫性假设的社会强化最终会进入非裔美国人的心灵，并负面地塑造他们看待自己和种族内其他人的方式。一些学者试图证明，其他人随后对非裔美国人同龄人群体中的学校成绩被视为“扮演白色”的观点提出质疑。在这项研究中，内化的种族主义和福德姆和Ogbu（1986年）代理白色假设，探讨了高成就的非洲裔美国男性本科生在六个主要的白色大学。个人访谈的结果与假设相矛盾，并揭示了通过同行支持的领导和成就的方式进行谈判的非裔美国人的同龄人群体内的六个校园。没有证据表明，在学术成就和非洲裔美国男性领导领域存在内化的种族主义。相反，参与者将他们在大学的成功归功于同种族同龄人提供的支持。
Theorists posit that the social reinforcement of racially oppressive assumptions eventually works its way into the psyche of African Americans and negatively shapes the way they see themselves and others within their race. Some scholars have attempted to prove and others have subsequently disputed the idea that school achievement within African American peer groups is seen as “acting White.” In this study, internalized racism and Fordham and Ogbu's (1986) Acting White Hypothesis were explored among high-achieving African American male undergraduates at six predominantly White universities. Findings from individual interviews contradict the hypothesis and reveal ways through which peer support for leadership and achievement were negotiated within African American peer groups on the six campuses. There was no evidence of internalized racism in the domains of academic achievement and African American male leadership. Instead, the participants attributed much of their college success to the support offered by their same-race peers.