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Chapter 5 Postsecondary Educational Aspirations and Expectations Among School-Age Black Males: Monitoring the Future of Black Men in STEM Fields

Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields

ISBN: 978-1-78052-168-8, eISBN: 978-1-78052-183-1

ISSN: 1479-3644

Publication date: 23 September 2011

Abstract

The impact of academic and school-related factors on college readiness, aspirations, and access has been examined frequently within the literature (Barber & Torney-Purta, 2008; Polite, 1994; Taliaferro & DeCuir-Gunby, 2008; Uwah, McMahon, & Furlow, 2008; Wimberly, 2002; Yun & Kurlaender, 2004). Several factors related to school racial composition and perceived school support (Yun & Kurlaender, 2004), school relationships (Wimberly, 2002), gaps in exposure to college preparatory and advanced placement curriculums (Taliaferro & DeCuir-Gunby, 2008), teacher perceptions (Barber & Torney-Purta, 2008), and structural inequalities (Polite, 1994) have been identified as variables that significantly impact the opportunities for African-American children to be exposed to the types of interpersonal relationships and educational experiences necessary for preparing them to succeed in postsecondary education.

Citation

Toldson, I.A. and Lemmons, B.P. (2011), "Chapter 5 Postsecondary Educational Aspirations and Expectations Among School-Age Black Males: Monitoring the Future of Black Men in STEM Fields", Frierson, H.T. and Tate, W.F. (Ed.) Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields (Diversity in Higher Education, Vol. 11), Emerald Group Publishing Limited, Bingley, pp. 85-113. https://doi.org/10.1108/S1479-3644(2011)0000011009

Publisher

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Emerald Group Publishing Limited

Copyright © 2011, Emerald Group Publishing Limited