Achievement as Resistance: The Development of a Critical Race Achievement Ideology among Black Achievers
Achievement as Resistance: The Development of a Critical Race Achievement Ideology among Black Achievers
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DOI：
10.17763/haer.78.3.83138829847hw844
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发表时间：
2008-09-01
影响因子：
1.7
通讯作者：
Carter, Dorinda J.
中科院分区：
文献类型：
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作者：
Carter, Dorinda J.
在本文中，多琳达·卡特（Dorinda Carter）探讨了批判种族成就意识形态在成绩优异的黑人学生中的体现。她对九名成绩优异的黑人学生所发展和运用的适应性行为进行了为期一年的定性调查，这些行为是为了在上层阶级、以白人为主的郊区公立高中顺利完成学业，同时保持学校的成功和积极的种族自我定义。基于对访谈数据、参与者观察和现场笔记的分析，卡特认为，这些学生的种族观念以及种族在日常生活中的运作方式影响了他们对成就信念、态度和自我定义的构建，并影响了他们在学校背景下不同时期对成就任务的种族化和非种族化。这项研究的结果表明，具有强烈种族和成就认同的学生可能会形成一种批判性的种族成就意识形态，并在种族挑战的环境中表现出有弹性、适应性的行为。
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.