Stepping over the Color Line: African‐American Students in White Suburban Schools. By Amy Stuart  Wells and Robert L.  Crain. New Haven, Conn.: Yale University Press, 1997. Pp. xii+380. $40.00 (cloth); $18.00 (paper).

2001 ◽  
Vol 106 (6) ◽  
pp. 1807-1809
Author(s):  
Meredith Phillips
Keyword(s):  
African American ◽  
African American Students ◽  
Suburban Schools ◽  
New Haven ◽  
Color Line ◽  
Yale University ◽  
American Students

Stepping Over the Color Line: African-American Students in White Suburban Schools.

1997 ◽  
Vol 66 (3) ◽  
pp. 345 ◽  
Author(s):  
Garrett Albert Duncan ◽  
Amy Stuart Wells ◽  
Robert J. Crain
Keyword(s):  
African American ◽  
African American Students ◽  
Suburban Schools ◽  
Color Line ◽  
American Students

Stepping over the Color Line: African-American Students in White Suburban Schools.

1999 ◽  
Vol 65 (2) ◽  
pp. 445
Author(s):  
Elizabeth Lasch-Quinn ◽  
Amy Stuart Wells ◽  
Robert L. Crain
Keyword(s):  
African American ◽  
African American Students ◽  
Suburban Schools ◽  
Color Line ◽  
American Students

Adaptation to college among African American students: The role of trauma and PTSD

2011 ◽  
Author(s):  
Guler Boyraz ◽  
Sharon G. Horne ◽  
Archandria C. Owens ◽  
Aisha P. Armstrong
Keyword(s):  
African American ◽  
African American Students ◽  
American Students ◽  
Adaptation To College

Making Youth Matter

2018 ◽  
Vol 11 (2) ◽  
pp. 70-93
Author(s):  
Celeste Hawkins
Keyword(s):  
African American ◽  
African American Students ◽  
African American Male ◽  
Research Study ◽  
Educational Experiences ◽  
Male Students ◽  
African American Male Students ◽  
American Students ◽  
And Gender ◽  
K 12

This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.

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