2016
DOI: 10.1080/17508487.2016.1117005
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Young black males: resilience and the use of capital to transform school ‘failure’

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Cited by 23 publications
(14 citation statements)
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References 34 publications
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“…Such networks can become 'supportive collectivities where negative experiences can be shared and processed' (Rastas 2005, 158 as quoted in Howarth 2006, offering opportunities where young people can develop strategies to overcome stigma. Close relations, discussions and collective activities can provide capital resources that rebuild stigmatised identities (Wright et al 2016). However, the position and positioning of the bad boys is dependent on the interpretations of others at Haven.…”
Section: Concluding Discussionmentioning
confidence: 99%
“…Such networks can become 'supportive collectivities where negative experiences can be shared and processed' (Rastas 2005, 158 as quoted in Howarth 2006, offering opportunities where young people can develop strategies to overcome stigma. Close relations, discussions and collective activities can provide capital resources that rebuild stigmatised identities (Wright et al 2016). However, the position and positioning of the bad boys is dependent on the interpretations of others at Haven.…”
Section: Concluding Discussionmentioning
confidence: 99%
“…Yosso identified six forms of capital -aspirational, navigational, social, linguistic, familial, and resistant capital -upon which students draw while going through school. One study of resilience and use of capital to transform school failure among African-Caribbean male high school students revealed that a major source of aspirational capital was the desire to transform their "failing" identity through a process of recovery and redemption or what could be called a "turnaround narrative" (Harding 2010) that involves recognizing previous errors and avoiding people or places that have contributed to past problems (Wright et al 2016). The same study revealed that high parental aspirations, combined with children's desire to live up to these expectations served as a critical buffer against the reproduction of racial inequities in educational attainment, in turn creating the conditions for future possibilities.…”
Section: Conceptual Framework: Positioning Theory and The Schooling Omentioning
confidence: 99%
“…9 The parents of the students in this study clearly supported their children's education and were significantly engaged in their learning in a variety of ways. Previous studies have demonstrated that when raising Black children in a racist society, parents, especially middle-class mothers, tend to work hard at getting their children the supports they need to resist the dominant hegemonic portrait of Black masculinity, which frames them as "failures" or "problematic students" (Vincent et al 2012;Wright et al 2016). Some scholars have argued that these actions by parents should be recognized as forms of resistance as they navigate and manage racial marginalization, and in so doing "prepare their children to do the same" (Allen and White-Smith 2018: 418; see also Allen 2017; Lewis-McCoy 2016;Vincent et al 2013).…”
Section: "Regular Students": Adaptive Positioning and The Constructs mentioning
confidence: 99%
“…The educational experience of black students in FE Despite an academically and socially challenging secondary school experience (Wright et al, 2016;Crozier, 2005), many black male students choose to "persevere with their education in the hope of improving their prospects and obtaining their desired occupation" (Fyfe and Figueroa, 1993, p. 234) and continue their studies in FE in an attempt to gain "what they feel they have missed and what they believe carries most status: academic qualifications" (Further Education Unit (FEU), 1985, p. 5).…”
Section: Q1mentioning
confidence: 99%