The Strengths of High-Achieving Black High School Students in a Racially Diverse Setting

Marsh, Kris; Chaney, Cassandra; Jones, Derrick C.

doi:10.7709/jnegroeducation.81.1.0039

Cited by 15 publications

(9 citation statements)

References 37 publications

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“…However, it is sad that Black students are still fighting to be recognized for their worth. Numerous high-performing Black students report that they have experienced negative feedback from white teachers in their academic classes and advanced placements (Marsh et al, 2012). Unfortunately, not a lot of Black students have other means of educational support to help them overcome barriers of Eurocentric styles of teaching in predominantly white supremacist schools.…”

Section: Kevinmentioning

confidence: 99%

“…Although there is an under-representation of Black students in some schools in Ontario, and in the social work field, Black students are encouraged to continue to form cultural student groups as a means of developing lasting academic, cultural and social connections. Marsh et al, (2012) notes that it is critical for Black women to stick together so that they can enhance their intersecting identifies of being Black and female. Correspondingly, it is also critical for Black males to stick together so that they have a space to "socialize, inspire, communicate and heal" (Brown, 2008, p. 34).…”

Section: Critical Reflectionmentioning

confidence: 99%

“…Correspondingly, it is also critical for Black males to stick together so that they have a space to "socialize, inspire, communicate and heal" (Brown, 2008, p. 34). There is growing evidence that supports the notion that racial socialization may improve students' academic achievement, self-esteem and overall well-being (Marsh et al, 2012). Furthermore, resilience is "the ability to embrace the challenges of life and to retain openness to the world in the face of adversity" (Marsh et al, 2012, p. 39).…”

Section: Critical Reflectionmentioning

confidence: 99%

“…If students were to learn more about their cultural heritage, and how race played a significant role in their history, racialized students may develop strategies on how to be resilient when they are faced with challenges or self-doubt. African Americans who are nurtured in environments that teach them how to be resilient are able to overcome more difficulties in the world (Marsh et al, 2012).…”

Section: Critical Reflectionmentioning

confidence: 99%

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Adding an All Year Long Black History Class to High School Curriculum

Campbell

2024

Preprint

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<p>Using qualitative research design, with three Black youth participants who are in grade 10-12 and have attended high school in Ontario, this study answered the main research question “What are the perspectives of Black students about adding a year-long Black History class into high school curriculum?” This research seeks to understand the extent of Black history content incorporated into the school curriculum i.e., if Black history is taught, at all, frequency and duration in high schools. The study used ethnography research design in order to understand and shed light on the cultural experiences and meaning making responses of three Black youth between the ages of 16-21 years old about their high school curriculum. Ethnography is salient for this study because it works best for people who share similar experience and culture. Due to COVID-19, semi-structured interviews, using five open-ended questions were conducted on the Zoom platform, to answer the main research question. This paper discusses how Black students feel about Black History Month, and their opinions about adding a year-round Black history class to learn (and teach) about the histories of Black people. Afrocentric theory and perspectives were used to frame this research as they help facilitate conversations about historical trauma and racial disparities (Whitehead, 2018). This study has the potential to provide race-based data to advance advocacy for enhancing the current high school curriculum, informing meaningful pedagogical practices and contributing to the arguments for hiring more Black teachers in high schools to meet the needs of Black students and align with the demographic composition of schools in Ontario.</p>

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Section: Kevinmentioning

confidence: 99%

Section: Critical Reflectionmentioning

confidence: 99%

Section: Critical Reflectionmentioning

confidence: 99%

Section: Critical Reflectionmentioning

confidence: 99%

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Adding an All Year Long Black History Class to High School Curriculum

Campbell

2024

Preprint

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“…The experiences of high achieving Black high school girls are important and fertile grounds for research. While high achieving Black P-12 students in general are emerging areas of interest (Andrews, 2012;Griffin & Allen, 2006;Marsh et al, 2012), a gap in research still exists regarding high achieving Black girls, specifically. Although assets of Black girls have been investigated (Evans-Winters, 2011;M.…”

Section: Introductionmentioning

confidence: 99%

“My Greatness Made a Difference There”: Exploring the High School Experiences of High Achieving Black Girls

Mayes,

Lowery,

Mims

et al. 2023

Education and Urban Society

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Recent studies have provided insight into the schooling experiences and lives of Black girls. These studies highlight the challenges that Black girls face in the school environment including underachievement, disproportionality in school discipline, deficit ideologies, and educator and counselor bias. The current study centers the voices on high achieving Black girls in an effort to center their unique and nuanced experiences in high school. Data was collected using in-depth individual interviews and analyzed using Interpretive Phenomenological Analysis. We found that high achieving Black girls must navigate deficit thinking and negative stereotypes similar to their peers while they also pull strength and resilience from their intersecting identities. Further, high achieving Black girls were tenacious in their pursuits and found familial and teacher relationships to be paramount in their success. These findings support the importance of developing intentional and systemic supports to counter intersectional oppression to meet the needs of high achieving Black girls.

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