I'm Black, I'm Male, and I'm Intelligent: African American Males Who Take Advanced Science Courses

• In Event: 26.080 - Roundtable Session 8
  In Roundtable Session: 26.080-18 - African American Female and Male Achievement

Abstract

This qualitative case study investigates twelve African American males who are enrolled in advanced science courses in an urban, high poverty high school. Guided by expectancy-value theory of achievement motivation, weekly classroom observations, in-depth interviews, and the students’ creation of presentations for younger students were analyzed for relative costs and benefits of taking these courses, social influences, future goals, self-concept, and science identity. Most males (83%) have career intentions in science, are incredibly future oriented in their goals, and identify with science. Students relate their traits (curiosity, intelligence, critical thinking skills, interest, enjoying hands on) as shared characteristics with scientists. Students downplay the costs of their choices and are strongly supported by family and teachers.

Authors

• Diane W Johnson, North Carolina State University

• Margaret R. Blanchard, North Carolina State University