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Exploring the Meaning African American Students Ascribe to Their Participation in High School Career Academies and the Challenges They Experience

The High School journal, 2012-10, Vol.96 (1), p.4-19 [Peer Reviewed Journal]

Copyright ©2012 The University of North Carolina Press ;Copyright © 2008 The University of North Carolina Press. ;COPYRIGHT 2012 University of North Carolina Press ;COPYRIGHT 2012 University of North Carolina Press ;Copyright The University of North Carolina Press Fall 2012 ;ISSN: 0018-1498 ;ISSN: 1534-5157 ;EISSN: 1534-5157 ;DOI: 10.1353/hsj.2012.0017

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Title:
Exploring the Meaning African American Students Ascribe to Their Participation in High School Career Academies and the Challenges They Experience
Author: Fletcher, Edward Charles ; Cox, E. Daniel
Subjects: Academic Achievement ; Academic learning ; Achievement Need ; African American high school students ; African American Students ; African Americans ; Attitudes ; Barriers ; Career Academies ; Career Education ; Colleges ; Comprehensive Programs ; Declining Enrollment ; Educational Experience ; Experiential Learning ; Focus groups ; High school students ; High schools ; Higher education ; Interviews ; Minority Group Students ; Online Surveys ; Performance Factors ; Phenomenology ; Questionnaires ; School Activities ; Schools ; Secondary school curricula ; Secondary school students ; Student Attitudes ; Student Experience ; Student Interests ; Student Participation ; Studies ; Technical education ; Time Factors (Learning) ; United States ; Vocational education ; Vocational guidance
Is Part Of: The High School journal, 2012-10, Vol.96 (1), p.4-19
Description: Despite the historical mission of career academies to expand opportunities and engagement of minority students, particularly African American students, more recent curricular changes in the career academy model have increased the rigor of these types of programs. These new initiatives have undoubtedly resulted in a demographic shift with more White and Asian students participating in career academies while African American and Hispanic student enrollment is drastically decreasing. To that end, the purpose of this study was to explore the meaning African American students ascribed to their participation (or lack thereof) in career academies and the challenges they encountered. As such, the experiences of 15 African American high school students were explored using a phenomenological approach. The following themes were revealed: (a) Preparation for the Next Level; (b) Less Time for School Activities; (c) Not Just Going Through the Motions; and (d) An Unrealized Connection with Core Academic Subjects. Implications for administrators, guidance counselors, parents, and teachers are articulated.
Publisher: Chapel Hill: School of Education, University of North Carolina at Chapel Hill
Language: English
Identifier: ISSN: 0018-1498
ISSN: 1534-5157
EISSN: 1534-5157
DOI: 10.1353/hsj.2012.0017
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
ProQuest Central

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Exploring the Meaning African American Students Ascribe to Their Participation in High School Career Academies and the Challenges They Experience

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