The Roots of Black Academic Achievement: An Argument for Socially-Constructed Learning

The author points out that commentators have long argued about the cause of scholastic underachievement in North America, particularly among minority groups. Historically, some commentators said that it was the fault of the home, others believed that the problem was genetic in nature. Whatever the explanation, the author notes that thinkers focused predominately on the negative elements of minority education. The author set out to identify black students who have been successful at school and to pinpoint why they have succeeded. To this end, she undertook in-depth interviews with six individuals who fit her criteria (Anglophones, between 25 and 35 years of age, Black, with a predominately Montreal upbringing at least from ages 9 or 10, and had earned a university degree). The end result, the author argues, is a preliminary contribution that allows the participants to tell their own stories of success. It allows them to tell how they have persevered. Furthermore, it encourages them to discuss their continual achievement in the face of stereotypes, nay sayers and images that suggest otherwise.

Master's Thesis

Concordia University

Montreal

2001

en