Author's Keywords: African American Adolescents, Oppositional Culture, Race and Education	Convention Submission, Review, and Scheduling! All Academic Convention can help with all of your abstract management needs and many more. Contact us today for a quote! Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p104514_index.html Direct Link: HTML Code:

Diamond, John. and Lewis, Amanda. "Rethinking �Oppositionality�: Positive and Negative Peer Pressure among African American Students" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada, Aug 11, 2006 <Not Available>. 2008-10-22 <http://www.allacademic.com/meta/p104514_index.html>

Diamond, J. B. and Lewis, A. E. , 2006-08-11 "Rethinking �Oppositionality�: Positive and Negative Peer Pressure among African American Students" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada Online <PDF>. 2008-10-22 from http://www.allacademic.com/meta/p104514_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: The acting white hypothesis has captured the scholarly and popular imagination since the middle 1980s. Fordham and Ogbu argued that as a result of historic and contemporary discrimination, Black students undermine their school success by adopting oppositional orientations toward education. More specifically, they argued that high achieving Black students faced a burden of acting white. Recent work suggests that negative peer pressure is not pervasive among black students and that high achieving students have similar experiences of negative peer pressure regardless of race. In this paper, we use interview and existing school data to show that Black students are generally achievement oriented (even when they perceive racial discrimination in educational and employment), that their peers encourage high achievement, and that students are teased as often for low achievement as for high achievement. Moreover, some students who report negative peer pressure (teasing associated with high achievement) also report positive peer pressure (teasing for low-achievement and encouragement to perform better). Finally, we show that students often do not perceive achievement-related teasing as rooted in animosity. Understanding these processes can help us reframe our understanding of race and achievement and add complexity to work on peer relationships among Black adolescents.

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