The Conflict of Passing: Hypermasculinity in African American Male Educational Experiences
This is a study on the role of hypermasculinity in regards to academic achievement in African American Males. I conducted individual and group interviews aimed at collecting information pertaining to hypermasculinity and the African American male educational experience. The participants in this study were 18 years old or older and within the Champaign -Urbana area. Data collected from the interviews suggested that hypermasculinity in many forms did have an impact on the educational experiences of the respondents and their African American male peers. Participants often discussed a conflict between social acceptance and academic achievement. Many also argued that hypermasculinity was often more of a survival skill rather than a coping device. Once more data is collected further research will involve creating a hypermasculinity in education index as a tool for school institutions to better understand the needs of their students.
School:
Truman State University
Department:
English
Research Advisor:
James D. Anderson
Department of Research Advisor:
Educational Policy Studies
Year of Publication:
2008