Mapping Me: A Mixed-Method Approach to Understanding Academic Self-Concept Among Black Males

• In Event: Roundtable Session 61
  In Roundtable Session: New Perspectives on Mixed Methods

Abstract

This paper presents findings from a carefully constructed, mixed-method study that sought to document how Black males attending two urban high schools structure and make sense of their academic self-concepts. With the goal of gaining a more in-depth understanding of the way both high and not high performing Black males structure academic self-concept this study asked (1) What are the factors that Black male students identify as being important to their academic self-concept and do these factors vary between high performing and not high performing? (2) In what ways, if any, do identity maps provide information about academic self-concept among Black males that varies from what we learn from survey data such as the Academic Self-Concept Scale (ASCS) scores?

Author

• Terry Kyle Flennaugh, Michigan State University