Abstract

This qualitative study explores the academic and social experiences of nine Black high achievers attending a large public university. Findings indicate that despite their participation in the honors program and high degree of academic ability, Black high achievers felt that they were judged based on prevalent social stereotypes regarding the academic abilities of Black students. These external perceptions pushed students to engage in various behaviors and actively resist stereotypes with their behaviors both in and outside of classroom.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 509-524
Launched on MUSE
2007-09-27
Open Access
No
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