Download or read book A Case Study of the Perspectives of Black Children s Parents Regarding Their Role in Addressing the Achievement Gap written by Jennifer Lona Harris and published by . This book was released on 2021 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative, collective case study was to understand the perspectives of Black children's parents regarding their roles in addressing the Black student achievement gap in their Virginia school district. For this study, the achievement gap referred to the disparity of academic performance between Black and White students. The theories guiding this study were social constructivism and social equity as they both support understanding the world based on participants' experiences. The research questions are as follows: (1) What do parents of Black children identify as their roles in their children's education? (2) How do parents of Black children perceive the effect that their involvement has on their children's academic success or failure? (3) What additional support do parents of Black children need to facilitate better learning for their children? This study was bound to a Virginia school district, and the sample was composed of 12 participants from 2 schools: Harris Middle School and Sims High School. The data collection process included individual interviews, a focus group, and a historical document analysis provided by the school. Data analysis was conducted using pattern matching logic and consisted of coding, memoing, and transcripts interpretation. The study's findings indicated that parents largely believe that the burden of education lies within the schools. Additionally, parents feel that as their student reaches the end of middle school, the child should be held to higher accountability for their success. By performing this study, I offered a better understanding of Black parents' perception regarding their specific roles in addressing the minority achievement gap.
Download or read book Every Closed Eye Ain t Sleep written by Teresa Hill and published by R&L Education. This book was released on 2011-07-16 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every Closed Eye Ain't Sleep: African American Perspectives on the Achievement Gap examines the origins and perpetuation of the achievement gap from the perspective of the African American community. Instead of accepting the achievement gap as an inevitable matter of fact, Every Closed Eye Ain't Sleep questions the fundamental beliefs that perpetuate the gap. Drawing on dialogue with African American community members, Teresa Hill advances a framework for understanding a predominant African American view of the educational process. She then juxtaposes this framework with the norms perpetrated by the educational establishment to demonstrate how disagreements about the roles and responsibilities of parents, teachers and students affect community members' experiences in schools. Every Closed Eye Ain't Sleep opens a dialogue about the achievement gap on different terms, analyzes the gap as an issue of social justice, and provides educational leaders and policymakers with ways to engage in the productive dialogue necessary to improve education for African American children.
Download or read book Naming Framing and Claiming the Gap written by Michelle Joy Walker-Davis and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: They are aware of disparities in education but don't think or talk about the achievement gap in the same way as is dominant in public discourse. The parents acknowledge many reasons why children don't do well and have something to say about what should done and by whom. Their engagement in their children's schooling experience, whether visible or not (especially if not), is a form of resistance and advocacy, and they want and need to be part of a larger movement to amplify their collective voice. This study is intended to provide guidance to leaders and decision-makers in SPPS as the district develops, implements, or redesigns programs, policies, and practices aimed at eliminating racial disparities in student achievement. In particular, I recommend that careful and ongoing exploration of Black parent perspectives and behaviors would be useful to the district's efforts to address the achievement gap.
Download or read book Narrowing the Achievement Gap written by William Alfred Sampson and published by R&L Education. This book was released on 2013-10-02 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: While it is quite clear that black and Latino students in general, and poor black and poor Latino students in particular do not do as well as white students in school, the road to real solutions to this very important and vexing problem is far from clear. Some champion vouchers and charter schools as the ideal solution, despite strong data suggesting that neither is particularly effective. Others point to smaller classes. Increasingly scholars and politicians support more accountability on the part of teachers, despite the reality that teachers do not have a great deal of control over much that influences performance. This book addresses the various “solutions”, and suggests that any solution to the gap that ignores the role of families is limited at best, and misguided at worst. The book details an effort to help poor black and poor Latino families learn to do the things necessary to help their children to do better in school, and argues that this family centered approach, while complicated, should be considered along side the school centered efforts.
Download or read book Raising Black Students Achievement Through Culturally Responsive Teaching written by Johnnie McKinley and published by ASCD. This book was released on 2010 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Covers the instructional, management, and assessment strategies to help teachers be more effective at educating black students.
Download or read book Strengthening the Voice of Arican American Parents written by John Peter Collins and published by . This book was released on 2008 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preparing Educators to Engage Families written by Heather B. Weiss and published by SAGE. This book was released on 2010 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing Educators to Engage Families: Case Studies Using an Ecological Systems Framework, Second Edition encourages readers to hone their analytic and problem-solving skills for use in real-world situations with students and their families. Organized according to Ecological Systems Theory (of the micro, meso, exo, macro, and chrono systems), the text presents research-based teaching cases that reflect critical dilemmas in family-school-community relations, especially among families for whom poverty and cultural differences are daily realities.
Download or read book Class and Schools written by Richard Rothstein and published by Teachers College Press. This book was released on 2004 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, "Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality." In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools "beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices." ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult.
Download or read book Family Life and School Achievement written by Reginald M. Clark and published by University of Chicago Press. This book was released on 2015-07-31 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Working mothers, broken homes, poverty, racial or ethnic background, poorly educated parents—these are the usual reasons given for the academic problems of poor urban children. Reginald M. Clark contends, however, that such structural characteristics of families neither predict nor explain the wide variation in academic achievement among children. He emphasizes instead the total family life, stating that the most important indicators of academic potential are embedded in family culture. To support his contentions, Clark offers ten intimate portraits of Black families in Chicago. Visiting the homes of poor one- and two-parent families of high and low achievers, Clark made detailed observations on the quality of home life, noting how family habits and interactions affect school success and what characteristics of family life provide children with "school survival skills," a complex of behaviors, attitudes, and knowledge that are the essential elements in academic success. Clark's conclusions lead to exciting implications for educational policy. If school achievement is not dependent on family structure or income, parents can learn to inculcate school survival skills in their children. Clark offers specific suggestions and strategies for use by teachers, parents, school administrators, and social service policy makers, but his work will also find an audience in urban anthropology, family studies, and Black studies.
Download or read book Black Diamonds Create Black Brilliance written by Tasha Latrese Alston and published by . This book was released on 2016 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT African American children continue to underachieve academically and the academic achievement gap between African American students, Latino students and White students continues to persist. America is also becoming significantly more diverse and by 2020 America's classrooms will be filled with more students of color. If the achievement gap continues to persist and if students of color do not receive the necessary education to compete in the global workforce then America will eventually have a future workforce problem. The literature tells us that parental involvement affects academic achievement. However, much of the literature on parental involvement focuses on the involvement of mother's with limited information about the involvement of fathers, especially African American fathers. When fathers are included in the literature on parental involvement, they are usually White and middle class. The parental involvement literature on African American fathers is insufficient compared to their White counterparts. African American fathers do not have a "voice" in the literature on parental involvement. In fact, a racial and gender bias exists in the literature on parental involvement that marginalizes the voice of African American fathers. The purpose of this study is to understand the involvement that African American fathers have in their African American children's education by using Critical Race Theory (hereafter referred to as CRT) as a theoretical framework to privilege the "voice" of African American fathers within the literature on parental involvement. The goal of this study is to better understand African American fathers involvement in their African American children's education in order to determine how to better engage African American fathers as partners in education. During this qualitative study interviews were conducted to privilege the "voice" of African American fathers through their counterstories. Findings revealed African American fathers are involved in their children's education, but not in the school.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Space Between written by and published by . This book was released on 2005 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: With a continued and recently growing difference in achievement between African American and White students and between African American boys and their female peers, attention is re-focusing on parents as agents of positive change. No Child Left Behind calls on schools to reduce inter-group achievement gaps in part by making parents instruments of their children's success. However, to effectively engage parents in their children's education and reduce the achievement gap, we must understand better the nature and effects of parental engagement and how the construct, as it is enacted, may differ across family race and child gender. With data for African American and White parents of boys and girls from the Early Childhood Longitudinal Study - Kindergarten Class, this study tests, via structural equation modeling, a multidimensional conceptualization of parental engagement, its predictors, and its effects. Confirmatory factor analysis results support a five-factor, behavioral conceptualization of parental engagement for African American and White parents of boys and girls & mdash;each factor representing a role parents play when engaging in their children's learning: Resource Agent, Manager, Teacher, Encourager, and Relational Advocate. Parent-related constraints (such as socioeconomic status and education) was the strongest negative predictor of parental engagement and parental expectations across all groups, while school-related constraints (parent perceptions of school and teacher efforts to inform and engage them) was a particularly strong negative predictor of parental engagement for African American parents of girls only. Logistical constraints (such as inconvenient meeting times) and parental expectations were weak predictors of actual parental engagement for all four groups. For African American and White boys and girls alike, parental engagement was a moderate, positive predictor of their classroom effort, while parental engagement and effort were both strong, positive predictors of kindergarteners' cognitive performance. Results of latent mean analyses suggest that African American parents tend to engage less in their children's education than White parents. Nevertheless, while African American and White parents experience similar levels of school-related and logistical constraints, African American parents experience far more parent-related constraints than White parents, possibly explaining this racial gap in engagement. Implications of these findings for policy, research, and practice are discussed.
Download or read book African American Parent Perspectives on Positive Relationships with Their Children s Teachers written by Angela Montpas and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite research that suggests that improved relationships between African American parents and their children's teachers may be effective in supporting better academic outcomes, few studies have been conducted from the perspectives of African American parents. To address this gap in the literature, this study examined the research question: How are positive parent-teacher relationships characterized by African American parents? To address this research question, I relied on a qualitative, grounded theory approach in combination with Black feminist epistemology as the conceptual framework as a way to privilege the voices of African American parents. Open-ended interviews provided data on ways that 13 African American parents characterize positive relationships with up to five of their children's teachers for a total of 20 teacher descriptions. I analyzed the data using the constant comparative method and addressed validity via member checks. Teachers with whom the parents had positive relationships: a) connected with parents, b) cared for the child, c) had a shared commitment to the success of the child, d) stayed focused on learning, and e) effectively communicated. The study advances a theory of African American family positive relationships with teachers.
Download or read book Culturally Responsive Pedagogy written by Dennisha Murff and published by IAP. This book was released on 2020-01-01 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Culturally Responsive Pedagogy: Promising Practices for African American Male Students, I take us on a journey into teachers’ perceptions of the impact of implementing culturally responsive pedagogical (CRP) practices on the student learning outcomes of African American male students. The book also helps to identify teachers’ perceptions of the CRP strategies needed in the elementary school setting to address the diverse needs of African American male students. I share the story of educators from a large, diverse elementary school in an urban school district, who have made it their mission to provide African American male students with culturally responsive learning environments where they can thrive. Throughout the book, I make it clear that the implementation of CRP practices has a direct impact on the student learning outcomes of African American male students. The book provides additional research into the existing literature on CRP practices. Through a case study approach, my work allows for additional insight into the potential impact of CRP practices on the student learning outcomes of African American male students in an urban elementary school setting. The book takes us on a journey of highs and lows, ups and downs, and failures and successes. Throughout the book, rich, detailed stories and descriptions are shared based on classroom observations, interviews, and student learning outcomes collected from three elementary school teachers from diverse backgrounds and various years of experience. Classroom observations were conducted using the Culturally Responsive Instruction Observation Protocol™ (CRIOP) instrument to assess the practices being implemented in the classroom. As I focused on the hard realities that face African American male students in today’s classrooms, I identified six emerging themes, including one overarching emerging theme, and three promising practices that surfaced during my research. The CRP practices implemented proved helpful toward increasing learning outcomes for African American male students, and, ultimately, closing the achievement gap. As an African American educator, I have been able to see how the lack of culturally responsive practices creates learning obstacles for African American male students. These learning obstacles continue to plague a group that has been historically marginalized in our society. The implementation of CRP practices provides educators with an avenue to remedy a social justice issue that has plagued our nation for years. The information shared in this book can be beneficial for all those invested in closing the achievement gap and increasing student learning outcomes through the use of culturally responsive practices, including pre-service and in-service teachers, administrators, caregivers, community advocates, educational researchers, and policy makers.
Download or read book Handbook of African American Psychology written by Helen A. Neville and published by SAGE Publications. This book was released on 2008-11-12 with total page 585 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of African American Psychology provides a comprehensive guide to current developments in African American psychology. It presents theoretical, empirical, and practical issues that are foundational to African American psychology. It synthesizes the debates in the field and research designed to understand the psychological, cognitive, and behavioral development of African Americans. The breadth and depth of the coverage in this handbook offers both foundational material and current developments. Although similar topics will be covered in this text that are included in other works, this will be the only work in which experts in the field write on contemporary debates related to these topics. Moreover, the proposed text incorporates other issues that are typically not covered in related books. The contributing authors also identify gaps in the literature and point to future directions in research, training, and practice. Key Features: Contains the writings of renowned editors and contributors: The most well-respected and accomplished editors and authors in the area of African American psychology, and psychology in general, have come together to lend their expert analysis of issues and research in this field. Designed for course use: With a consistent format from chapter to chapter and sections on historical development, cutting-edge theories, assessment, intervention, methodology, and development issues, instructors will find this handbook appropriate for use with upper-level undergraduate and graduate-level classes Offers unique coverage: The authors discuss issues not typically found in other books on African American psychology, such as ethics, certification, the gifted and talented, Hip-Hop and youth culture, common misconceptions about African Americans, and within-group differences related to gender, class, age, and sexual orientation.
Download or read book Bibliography on Racism written by Center for Minority Group Mental Health Programs (U.S.) and published by . This book was released on 1972 with total page 716 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Closing the Gap written by Tanya Foster-DeMers and published by . This book was released on 2012 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this ex post facto study was to investigate the use of the Instructional At- Home Plan (IAHP)® by African American parents and its impact on kindergarten literacy achievement among their children. The study used DIBELS data from students who attended a Chicago Public School with a population that averaged 98.6% black and 96.75% low-income status. Parents of students who attended classes for the 2009-10 and 2010-11 school years utilized the Instructional At-Home Plan. The achievement of their children was analyzed and compared to those students who attended kindergarten for the 2007-08 and 2008-09 school years: students whose parents did not utilize the IAHP. The overall findings reveal statistically significant improvements at the middle and end of the year when the IAHP was used. The percent of students categorized as green, a score at grade level and above, at the end of the year rose by more than 50%. The percent of students categorized as yellow, a score below grade level and requiring strategic intervention, dropped by almost two-thirds. The percent of students categorized as red, a score below grade level and requiring intensive intervention, dropped by more than 50%. The study suggests that African American parents are willing and able to become successfully involved in their children's education through the use of a specific parent involvement tool, the Instructional At-Home Plan. It is expected that future studies will confirm even more strongly IAHP's ability to integrate early childhood knowledge with parent involvement as a means to reduce achievement gaps.
