ABSTRACT

Drawing upon resilience and educational urgency, this longitudinal study explores the narratives of 20 college-aged Black males as they make sense of their secondary school experiences at Marcus Garvey Academy (pseudonym), an all-boys public school in a large urban city in the U.S. In paying particular attention to some of the challenges they faced, findings indicate that a complex set of personal, family, peer, and school factors affect these students’ lives during their secondary school years. In their efforts to overcome these difficulties, students scripted resistance into their self-concept, identified ways that they benefitted from a supportive schooling environment, and translated some of their self-learning into educational urgency. These students’ experiences and meaning making serve as a critical counternarrative to how they are stereotyped and limited by deficit framing and lowered expectations and speak powerfully to ways to better theorize, understand, and appreciate Black males’ schooling experiences, resistance efforts, and aspirations.

摘要

这项纵向研究利用弹性和教育紧迫性，探讨了 20 名大学年龄的黑人男性在马库斯加维学院（化名）的中学经历的叙述，马库斯加维学院（化名）是位于美国大城市的一所全男孩公立学校。美国 在特别关注他们面临的一些挑战时，调查结果表明，一系列复杂的个人、家庭、同伴和学校因素会影响这些学生在中学期间的生活。在努力克服这些困难的过程中，学生们将抵制写入他们的自我概念，确定他们从支持性学校环境中受益的方式，并将他们的一些自我学习转化为教育紧迫性。