Peer Networks of African American Students in Independent Schools: Affirming Academic Success and Racial Identity

Abstract

Analysis of qualitative data reveals that the formal and informal peer networks of African American students in predominantly White elite independent schools support these students' academic success, create opportunities for them to reaffirm their racial identities, and facilitate their adjustment to settings that are otherwise difficult for Blacks to fit into. Contrasted to research showing that adopting academically successful behaviors leads Black students to being labeled as "acting White," the sampled students made social gains within school when they were academically successful. However, this success did not result in full acceptance by African American peers outside the school. The authors conclude that the dynamics and ideologies of African American peer groups are more complex than prior research has suggested.