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Student Achievement for Whom? High-performing and Still ‘Playing the Game,’ the Meaning of School Achievement Among High Achieving African American Students

Increasing Educational Attainment and Aspiration in an Underserved Community: The Perspective of Urban-Community Leaders

The Urban Review : Volume 46, Issue 2, June 2014

The Urban Review : Volume 46, Issue 1, March 2014

The Urban Review : Volume 45

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The Urban Review : Volume 41

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The Urban Review : Volume 29

Student Achievement for Whom? High-performing and Still ‘Playing the Game,’ the Meaning of School Achievement Among High Achieving African American Students

Content Provider	Springer Nature Link
Author	Wiggan, Greg
Copyright Year	2014
Abstract	The preponderance of the research on African American students has generally focused on issues of school failure and underperformance. While the literature on high achieving Black students is sparse, very little is known about these students’ school experiences and the meanings that they assign to achievement. Using student-based inquiry research, this study investigates the meaning of school achievement among high-performing African Americans. The findings reveal that the students were not convinced that standardized examinations, and to a lesser extent course grades, were accurate or valid measures of achievement. Thus, they challenged the dominant achievement paradigm and created their own sense of school success, which included social dimensions such as community involvement and personal growth and development. Although collectively the students concluded that standardized exams and grades were not achievement or accurate measures of achievement, yet they clearly knew how to ‘play the game.’ While students must meet the norms of standardized measures and end-of-course testing related to the Common Core, schools can respond to their diverse assessment needs by incorporating broader measures that include, but are not limited to standardized tests. The findings of this study and student recommendations have great implications for teacher education and student assessment.
Starting Page	476
Ending Page	492
Page Count	17
File Format	PDF
ISSN	00420972
Journal	The Urban Review
Volume Number	46
Issue Number	3
e-ISSN	15731960
Language	English
Publisher	Springer Netherlands
Publisher Date	2014-08-22
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Student achievement Oppositional culture theory Oppositional identity African American student achievement Achievement gap Black–White performance gap School failure Race and school achievement School finance reform Education (general) Community and Environmental Psychology Sociology
Content Type	Text
Resource Type	Article
Subject	Sociology and Political Science Urban Studies Education

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Student Achievement for Whom? High-performing and Still ‘Playing the Game,’ the Meaning of School Achievement Among High Achieving African American Students

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From Opposition to Engagement: Lessons from High Achieving African American Students

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Student Achievement for Whom? High-performing and Still ‘Playing the Game,’ the Meaning of School Achievement Among High Achieving African American Students