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Risk, Protection, and Identity Development in High‐Achieving Black Males in High School
Author(s) -
Houston Stacey L.,
Pearman Francis A.,
McGee Ebony O.
Publication year - 2020
Publication title -
journal of research on adolescence
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.342
H-Index - 95
eISSN - 1532-7795
pISSN - 1050-8392
DOI - 10.1111/jora.12568
Subject(s) - poverty , black male , psychological resilience , identity (music) , psychology , narrative , at risk students , position (finance) , developmental psychology , gender studies , social psychology , pedagogy , sociology , political science , business , linguistics , philosophy , physics , finance , acoustics , law
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.