Moving Beyond Black Achiever Isolation: Experiences of Gifted Black Collegians.
Moving Beyond Black Achiever Isolation: Experiences of Gifted Black Collegians.
复制标题
超越黑人成就者的孤立：有天赋的黑人大学生的经历。
DOI：
10.1080/00221546.1998.11775151
复制
发表时间：
1998
期刊：
影响因子：
--
通讯作者：
Sharon Fries
中科院分区：
文献类型：
--
作者：
Sharon Fries
在20世纪末，那些试图了解美国白人校园里黑人学生经历的人所能获得的信息远比20世纪初所能想象的要多。由于过去三十年来我们社会发生了巨大的社会、政治、经济和教育变化，因此在美国文化的各个方面对黑人的研究得到了扩展。毫不奇怪，教育在增加我们对黑人生活和经历的了解方面发挥了核心作用。针对白人占主导地位的校园里的黑人学生的研究，压倒性地揭示了学业困难的故事（Fleming, 1984; Nettles, 1988; Mow & Nettles, 1990; Allen, 1992）。因此，很多关于黑人学生的研究都集中在那些有明显学术需求的学生身上，他们被认为在学术上比白人学生准备得少。文学作品中对黑人成绩不佳的过分关注不仅扭曲了黑人大学生群体的形象，而且可能无意中造成了对黑人学生成绩的较低期望。本研究的目的是通过广泛的访谈，考察参加迈耶霍夫项目的优秀黑人学生的学术、社会和种族经历。迈耶霍夫项目是一个为数学、科学和工程专业学生提供的奖学金项目。面试问题（下文解释）集中在三个方面：课堂内外的学术经历，与同龄人/教师的社会互动和关系，以及对“特定种族”项目的经历和看法。迈耶霍夫项目成立于1989年，最初是为了解决黑人男性在硬科学领域代表性不足的问题。1990年，第一批黑人女性被录取，1996年，该项目扩大到包括其他少数民族和白人学生。在写这篇文章的时候，有八个班级的梅耶霍夫学生参加了这个项目。在这项研究中，高能力是通过传统的衡量标准来定义的，比如学术能力倾向测试（SAT）分数和平均绩点（GPA）。接受采访的梅尔霍夫们的高中平均绩点为3.5分（满分为4.0），SAT平均数学成绩为621分，SAT平均总分为1198分。大四秋季学期的平均GPA是3.0。本研究基于对1990届Meyerhoffs第二届和第一批招收女学生的班级的访谈。1990年的班级共招收了15名学生，其中14人坚持到了大四，12名学生（6男6女）参加了60-90分钟的访谈。迈耶霍夫项目为学生们提供了巨大的支持。该计划有13个不同的组成部分，包括全额或部分奖学金支持，学习小组，辅导，个人和学术建议，以及与可以帮助解决职业问题和实习安排的领域导师的联系。有关该计划及其提供的服务的描述，请参见Fries-Britt（1997）和Hrabowski， Maton, and Greif（1998）。影响天才黑人学业成功的因素我们对天才黑人学生的了解大多来自于研究小学、初中和高中环境下黑人学生的学者们的工作。对天才大学生的研究不足，加上对黑人青少年和高中生的研究有限，让我们对这一群体遇到的问题有了一些了解。与其他学生一样，天才黑人学生也面临社会情绪调整问题，如自我概念和同伴接受（Rubenzer, 1976; Baldwin, 1991; Roeper, 1991）。天才黑人学生的自我概念问题不同于其他黑人学生和天才白人学生（Exum, 1979）。．．．
Those who seek to understand the experiences of Black students on White campuses in the United States have far more information available to them at the close of the twentieth century than could have ever been imagined at the beginning. Because of the tremendous social, political, economic, and educational changes in our society over the past thirty years there has been an expansion in the study of Blacks in all aspects of the American culture. Not surprisingly, education has played a central role in increasing our knowledge about the lives and experiences of Blacks. Research that has focused on Black students on predominately White campuses overwhelmingly reveals a story of academic difficulty (Fleming, 1984; Nettles, 1988; Mow & Nettles, 1990; Allen, 1992). Consequently much of the research on Black students has focused on those who have pronounced academic needs and who are perceived as academically less prepared than their White counterparts. The disproportionate focus on Black underachievement in the literature not only distorts the image of the community of Black collegians, it creates, perhaps unintentionally, a lower set of expectations for Black student achievement. The purpose of this study was to examine, through extensive interviews, the academic, social, and racial experiences of high-achieving Black students enrolled in the Meyerhoff Program, a merit-based scholarship program for students in math, science, and engineering. Interview questions (explained below) were focused around three broad areas: academic experiences in and outside of the classroom, social interactions and relationships with peers/faculty, and experiences in, and perceptions of, a "race specific" program. Established in 1989, the Meyerhoff program initially was developed to address the underrepresentation of Black males in the hard sciences. In 1990 the first class of Black females was admitted, and in 1996 the program was expanded to include other minority and White students. At the time of this writing, there were eight classes of Meyerhoffs enrolled in the program. High ability in this study was defined by conventional measures such as Scholastic Aptitude Test (SAT) scores and Grade Point Average (GPA). The cohort of Meyerhoffs interviewed had an average high-school GPA of 3.5 on a 4.0 scale, average SAT math score of 621, and the average SAT total score was 1198. The fall semester average GPA in the senior year was 3.0. This study is based on interviews with the class of 1990, the second class of Meyerhoffs and the first to admit female students. The 1990 class enrolled 15 students, of whom 14 persisted to the senior year, and 12 students (6 males and 6 females) participated in the 60-90 minute interviews. The Meyerhoff program provides an enormous level of support for the students. There are thirteen different components of the program, including full, or in some cases (for affiliate scholars) partial, scholarship support, study groups, tutoring, personal and academic advising, and connections with mentors in the field who can help with career issues and internship placement. For a description of the program and the services it provides, see Fries-Britt (1997) and Hrabowski, Maton, and Greif (1998). Factors Affecting the Academic Success of Gifted Blacks Much of what we know about gifted Black students in general comes from the work of scholars who study Black students in elementary, junior high, and high-school environments. The scant research on gifted collegians combined with the limited research on Black adolescents and high-school students provides some insight into the issues encountered by this population. Like other students, gifted Black students face social-emotional adjustment issues, such as self-concept and acceptance by peers (Rubenzer, 1976; Baldwin, 1991; Roeper, 1991). For gifted Blacks the issues of self-concept are different from those of other Blacks and gifted White students (Exum, 1979). …
影响因子：
7.6
作者：
STEELE, CM;ARONSON, J
通讯作者：
ARONSON, J