Race, Age, and Identity Transformations in the Transition from High School to College for Black and First-generation White Men.
Race and class differences in academic and social integration matter for educational success, social mobility, and personal well-being. In this article, I use interview data with students attending predominantly white four-year research universities to investigate the integration experiences of blac...
| Publicado en: | Sociology of Education Vol. 87; no. 3; pp. 171 - 188 |
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| Autor principal: | |
| Formato: | Case Study |
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Sage Publications Inc.
Jul2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=96726876&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 96726876 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00380407 SOO jtl: Sociology of Education issn: 00380407 maglogo: Y pubinfo: dt: Jul2014 vid: 87 iid: 3 pid: 344 pub: Sage Publications Inc. artinfo: ui: 96726876 10.1177/0038040714537901 ppf: 171 ppct: 17 formats: tig: atl: Race, Age, and Identity Transformations in the Transition from High School to College for Black and First-generation White Men. aug: au: Wilkins, Amy C. affil: University of Colorado-Boulder, CO, USA su: Psychology of college students Black college students Identity (Psychology) Universities & colleges Psychology of high school students Life change events & psychology Higher education Secondary education Psychology sug: subj: Psychology of college students Black college students Identity (Psychology) Universities & colleges Psychology of high school students Life change events & psychology Higher education Secondary education Psychology Elementary and Secondary Schools Colleges, Universities, and Professional Schools keyword: age college first-generation high school identities men race age college first-generation high school identities men race ab: Race and class differences in academic and social integration matter for educational success, social mobility, and personal well-being. In this article, I use interview data with students attending predominantly white four-year research universities to investigate the integration experiences of black and first-generation white men. I examine each group’s accounts of both high school and college. Both groups of men reported having positive social experiences in high school. However, while first-generation white men were able to transport their identity strategies to college, the transition to college complicated integration and identities for black men. These processes supported white men’s collegiate goals but undermined black men’s, increasing the emotional costs of college for black men, undermining academic support, and blocking their ability to construct satisfying pathways to adulthood. I argue that identity experiences in high school matter for identity processes in college, where contextual intersectional identity expectations can change in unexpected ways for different groups. More attention is needed to the relationship between precollegiate and collegiate identities and to the ways intersectionality complicates identity processes. pubtype: Academic Journal doctype: Case Study src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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