Conflicting Images? Being Black and a Model High School Student

Abstract

School participants in two desegregated urban high schools, Lincoln and Nor‐wood East, shared virtually the same image of the good or “mode1” student. But student peer cultures differed significantly between the sites with regards to the acceptability of this and other images for African Americans. Within these contrasting school contexts, six high‐achieving black juniors formed and then performed identities as model students, as black persons, and as other selves. They responded in unique ways to what they perceived to be conflicting images of who they ought to be.

“I’m Trying to Get My A”: Black Male Achievers Talk About Race, School and Achievement

“…So at the end of the day they know that I'm setting the bar high for them and that they need to pick up their pace in their work to get where I'm at.'' In contrast to studies explaining that Black males are pressured to conform to negative performances of ''Blackness'' by resisting the behaviors needed to be academically successful (Fordham and Ogbu 1986;Hemmings 1996;Ogbu 2003), these students embraced their academic identities and challenged their peers to experience the same level of success, signifying variation in how Black students respond to threats to their academic and cultural identity.…”

The role of friendship in adolescents' sense of school belonging

“…For instance, through ethnographic study, Peshkin (1991) uncovered a "code of ethnic relations" (p. 222) that sanctioned widespread tolerance of intergroup "mingling" and friendship. Perceptions of this "code" enabled ethnic minority students to feel greater acceptance within their school setting than has been reported in other ethnographic studies of ethnically diverse high schools (Hemmings, 1996;Lee, 1996). In our study, ethnic-minority and majority students alike perceived a socially exclusive school setting and relied on their friendships to help them to manage the vulnerabilities and anxieties brought about by this setting.…”

African American father influences on the career development of emerging adults

“…Several investigators have hypothesized the reason for academic success is because ethnic identity actually serves as a protective barrier from the detrimental effects of discrimination (Harris & Marsh, 2010), which propels individuals towards success. In contrast, others theorize some African Americans perceive academic success as "acting white" (Hemmings, 1996). Therefore, when African Americans face scholarly decision-making, they are more likely to reject academic success in order to maintain the emotional bonds provided by their ethnic culture.…”

“…For example, some participants in Hemmings' (1996) study expressed a desire to maintain their ethnic identity and participated in dishonest methods to obtain success. They also chided other successful students for "acting white."…”