Communicating across cultures: discursive challenges and racial identity formation in narratives of middle school students

Stoughton, Edy Hammond; Sivertson, Connie

doi:10.1080/13613320500174408

Cited by 11 publications

(12 citation statements)

References 9 publications

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“…Previous studies reported that peer-relationship and social network are critical to the development of students' positive academic identity during the years of adolescence (Ryan 2001;Horvat and Lewis 2003). This study clearly shows the way in which collective identity based on a particular group of peers generates a great disadvantage to the development of the African-American girls' academic identity (Stoughton and Sivertson 2005), and how it affects a teacher's evaluation of the student's mathematical potential. Therefore, it seems highly possible that the role of social capital during this particular time -young adolescence -may be as critical as that of cultural capital because of the growing tie with their peers, and the possibility of developing their academic identity based on the peer-relationship.…”

Section: Discussionmentioning

confidence: 80%

The road not taken: two African‐American girls’ experiences with school mathematics

Lim

2008

Race Ethnicity and Education

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This article is a cross-case study exploring two young African-American adolescent girls' experiences with school mathematics and the impact of the socio-cultural context upon their motivation and mathematical identity. Based on repeated in-depth interviews and ethnographic observation of their mathematics classroom, the researcher portrays contrasting pictures of two sixth-grade African-American girls who are ironically faced with the same end-of-the-year-results despite their differing personal and academic profiles. Overall data analysis reveals the profound impact of ethnicity and class, especially the influence of cultural and social capital, upon the girls' experiences with school mathematics as well as their construction of identities in the discipline. Applying social constructivist approaches to motivation, Ogbu's theory of involuntary minorities, and cultural reproduction theory, the researcher discusses possible variation and complexity existing in African-American girls' experience with school mathematics and calls for more thorough, in-depth examination of race and gender issues in mathematics education.

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Section: Discussionmentioning

confidence: 80%

The road not taken: two African‐American girls’ experiences with school mathematics

Lim

2008

Race Ethnicity and Education

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“…During the end of the twentieth century, there was a shift toward studying children in natural social settings such as schools or families (Adler and Adler ). There have been many studies exploring how children understand race and racism (Lewis , ; Moore , ; Stoughton and Sivertson ; Troyna ; Van Ausdale and Feagin ). Recent studies focus on the importance of race in youth discourse, finding complex and often contradictory attitudes toward the meaning of race (Lewis, , Winkler, ).…”

Section: Introductionmentioning

confidence: 99%

Kids Talking About Race: Tween‐agers in a Post‐Civil Rights Era

Risman

Banerjee

2013

Sociological Forum

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Our research examines how American children understand and talk about how race matters in their everyday lives. We draw on interviews with 44 middle school children who attend schools in an integrated county-wide system and find that while some use color-blind rhetoric, most children in our study know that race matters, while they offer alternative accounts for why and how. Some explain race as social inequality, while others offer cultural accounts of racial differences. Our analysis suggests that for white children, gender matters; more girls describe racial inequality than boys. For children of color, class seems to be key, with middle-class children giving cultural explanations, including negative evaluations of others in their own racial group. We use an intersectionality framework to analyze the alternative and complex narratives children give for their own experiences of race and race relations between peers.

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“…Higher tracked African American students may find themselves at social and emotional risk as they distance themselves from their lower tracked counterparts; these students may internalize dominant cultural stereotypes toward their peers and perceive them to be "ghetto" and "loud" (Rosenbloom, 2010;Tyson, 2011). Stoughton and Sivertson (2005) found that lack of contact between racial groups caused stratification and the perpetuation of stereotypes among middle school students; both Black and White students expressed "degrading images of Black culture" (p. 289). In addition, African American students often felt forced to choose between a "ghetto" or an "Oreo" identity (p. 292).…”

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confidence: 99%

“My Skin Color Stops Me from Leading”: Tracking, Identity, and Student Dynamics in a Racially Mixed School

Modica

2015

IJME

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The practice of separating students according to ability level, also known as academic tracking, allows racially mixed schools to maintain segregated classrooms. This article examines the effects of academic tracking on the racial identity and educational opportunities of students at a mixed-race suburban charter school. Through five months of participant observation research, I found that the long-term practice of academic tracking created racial boundaries among students, silenced students of color in honors classes, and limited educational opportunity for all students. However, subsequent efforts to detrack, although superficial, resulted in positive outcomes for all students.

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Communicating across cultures: discursive challenges and racial identity formation in narratives of middle school students

Cited by 11 publications

References 9 publications

The road not taken: two African‐American girls’ experiences with school mathematics

The road not taken: two African‐American girls’ experiences with school mathematics

Kids Talking About Race: Tween‐agers in a Post‐Civil Rights Era

“My Skin Color Stops Me from Leading”: Tracking, Identity, and Student Dynamics in a Racially Mixed School

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