Adapting, Disrupting, and Resisting

How Middle School Black Males Position Themselves in Response to Racialization in School

Dados Bibliográficos

ID11971062
AutoresCarl E James (0000-0001-9585-7063, York University, autor correspondente), Carl James (0000-0003-2099-5343)
Ano2019
Volume44
Fascículo4
Páginas373-398
Data de publicação2019-12-29
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoThe Canadian Journal of Sociology (JOURNAL)
Identificadores do periódicoISSN: 0318-6431 • E-ISSN: 1710-1123
EditoraUniversity of Alberta Libraries (PUBLISHER)
DOI10.29173/cjs29518
OpenAlexW2997859728
IdiomaEN
Citações recebidas9
Referências citadas18

Studies of Black students’ schooling experiences and educational outcomes have consistently shown that compared to their peers, they – especially males – tend to underperform academically, be more athletically engaged, and be streamed into non-academic educational programs. These studies tend to focus on high school students, but what of middle school students: is the situation any different? Using a combination of critical race theory and positioning theory, this article presents the results of a 2018 focus group of middle school male students residing in an outer suburb of the Greater Toronto Area. The findings reveal how the nine participants positioned themselves, and were positioned by their teachers, for an education that would enable them to enter high school and become academically successful. Some participants felt that teachers had constructs of them as underperformers, athletes, and troublemakers; others believed teachers saw them as ‘regular students’ and treated them accordingly by supporting their academic and extracurricular activities. How these students read educators’ perceptions of them informed their positioning responses: some adjusted and others resisted. Our findings highlight the urgent need to support Black students in culturally relevant ways during the transition schooling years so that they enter high school ready to meet the social, academic, and pedagogical challenges they will face, graduate, and realize their post high school ambitions

Critical race theory · Focus group · Mathematics education · Pedagogy · Race (biology · Racialization · Sociology · Tracking (education · Critical Race Theory in Education · Early Childhood Education and Development · Gender Studies · Psychology · Youth Development and Social Support