Exploring the Meaning African American Students Ascribe to Their Participation in High School Career Academies and the Challenges They Experience
Exploring the Meaning African American Students Ascribe to Their Participation in High School Career Academies and the Challenges They Experience
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探索非裔美国学生参加高中职业学院的意义以及他们经历的挑战
DOI：
10.1353/hsj.2012.0017
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
E. C. Fletcher
中科院分区：
文献类型：
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作者：
E. C. Fletcher
尽管职业学院的历史使命，以扩大少数民族学生，特别是非洲裔美国学生的机会和参与，职业学院模式最近的课程变化增加了这些类型的程序的严格性。这些新举措无疑导致了人口结构的变化，更多的白色和亚洲学生参加职业学院，而非洲裔美国人和西班牙裔学生的入学率急剧下降。为此，本研究的目的是探讨非洲裔美国学生归因于他们的参与（或缺乏）在职业院校和他们遇到的挑战的意义。因此，15名非洲裔美国高中生的经验进行了探讨，使用现象学的方法。揭示了以下主题：（a）为下一级做准备;（B）学校活动时间减少;（c）不仅仅是通过运动;（d）与核心学术科目的联系没有实现。对管理人员，指导顾问，家长和教师的影响进行了阐述。
Despite the historical mission of career academies to expand opportunities and engagement of minority students, particularly African American students, more recent curricular changes in the career academy model have increased the rigor of these types of programs. These new initiatives have undoubtedly resulted in a demographic shift with more White and Asian students participating in career academies while African American and Hispanic student enrollment is drastically decreasing. To that end, the purpose of this study was to explore the meaning African American students ascribed to their participation (or lack thereof) in career academies and the challenges they encountered. As such, the experiences of 15 African American high school students were explored using a phenomenological approach. The following themes were revealed: (a) Preparation for the Next Level; (b) Less Time for School Activities; (c) Not Just Going Through the Motions; and (d) An Unrealized Connection with Core Academic Subjects. Implications for administrators, guidance counselors, parents, and teachers are articulated.