The resilience of high‐achieving Black male students is often overshadowed in scholarly literature by narratives of deficit, disorder, and disdain that position Black males as particularly vulnerable in educational spaces. This study builds from two prior analyses of a group of mathematically high‐achieving Black males living in high‐poverty urban communities and attending underresourced schools during their middle school years and focuses on the external risk and protective factors these students experienced during high school. Findings suggest that Black male high achievers were forced to overcome a confluence of institutional and curricular barriers while leveraging relational and organizational resources that promoted positive identity development and mathematics achievement.

中文翻译：

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高中成绩优异的黑人男性的风险、保护和身份发展

在学术文献中，成绩优异的黑人男学生的适应力常常被赤字、混乱和蔑视的叙述所掩盖，这些叙述使黑人男性在教育领域特别脆弱。本研究基于对生活在高贫困城市社区并在中学时期就读于资源匮乏学校的数学成绩优异的黑人男性群体进行的两项先前分析，并重点关注这些学生在高中时期所经历的外部风险和保护因素。研究结果表明，黑人男性高成就者被迫克服制度和课程障碍的汇合，同时利用促进积极身份发展和数学成就的关系和组织资源。