Webb, P. (2016). sabotaging success: Examining academic dis-identification among african american male adolescents. Race, Gender & Class, 23(1/2), 172.

Academic underachievement among African American male adolescents is regarded as a national dilemma (Lewis, Simon, Uzzell, Horwitz, & Casserly, 2010). Explanations related to such may stem from the attitudes of adolescents who may be deterred in pursuing academic achievement due to potential reactions of their peers. The purpose of this study is to examine the attitudes of minority youth in relation to academic achievement. Specifically, this study attempts to identify the extent to which racial identity is associated with negative views towards academic achievement. In addition, the existence of protective factors in relation to students being accused of abandoning their racial identity are identified. Through the use of questionnaires, male African American adolescents within a middle school setting in southeast Texas revealed that the pursuit of academic achievement is correlated with their racial identity. Additional findings and areas of further research, such as the impact of parent/teacher expectations and alternative forms of instruction (i.e., technology integrated, etc.) are identified.