Download or read book A Narrative Inquiry of Black Student Experiences in U S Public Schools written by Sarah N. Brant-Rajahn and published by . This book was released on 2019 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Racial disparities in academic and discipline outcomes have been readily examined. However, most traditional research has explored this phenomenon from a deficit-approach, often seeking to understand what is wrong with Black students and their families that results in lower academic attainment and higher discipline referrals than other racial groups (Valencia, 2015). Alternately, researchers have begun to examine how oppressive systems and structures influence access to opportunities for Black students (Ford & King, 2014; Morris & Perry, 2016) and explore school racial climate (Aldana & Byrd, 2015; Byrd, 2017; Golden, Griffin, Metzger, & Cooper, 2018). The American School Counselors Association (ASCA) Ethical Standards for School Counselors (2016) stated school counselors should "understand how prejudice, privilege, and various forms of oppression based on ethnicity, racial identity, ... affect students and stakeholders" and "work toward a school climate that embraces diversity and promotes academic, career, and social/emotional development for all students". However, there is limited recent research directly exploring Black student narratives of experiences with racism at school or research examining K-12 Black student identity. This study integrates Critical Race Theory (Delgado & Stefanic, 2017) as a theoretical framework and the School Racial Climate dimensions (Byrd, 2017) as a conceptual framework with a qualitative, narrative inquiry methodology (Clandinin, 2013; Polkinghorne, 1995) to research how Black students experience racism at school and how these experiences influence their identity as Black students. Data collection also includes collage inquiry, a visual-based approach that provided a tangible medium for participants to explore and story how their experiences have influenced their identity. This research demonstrates the importance of the need for school counselors to understand how Black students experience the school racial climate and advocate for and work toward an equitable schooling experience for Black students. Additionally, recommendations for school counselors and implications for future research are discussed. This study concludes with reflexivity discussing the researcher's journey toward selecting the research topic and the data collection and analysis processes; as well as reflections on the researcher's personal and professional growth from engaging in this research.
Download or read book Access Opportunity Transformation written by Tamika Michelle Evans and published by . This book was released on 2021 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decades of research have proven that the American public-school system has failed to supply adequate educational opportunities for African American students. Despite the increase in educational integration and enrollment of Black students into American public education systems, there has not been much attention provided to the social injustices that pervade the experiences of Black students in these systems or options for Black students who are not successful within the system. This failure has created a problem of crisis proportions that cripple the educational, social, and economic well-being of the African American community and threatens the very existence of people of African descent. The purpose of this narrative inquiry study was to evoke and promote the voices of five alumni students who attended an African-centered school. The two research questions included: What were the experiences of alumni students while attending a K-8 African-centered school? What would alumni attending an African-centered school suggest contributed to their success as students? Gleaning information from the retelling of their personal accounts, this study was designed to understand their perspectives on factors that contributed to their educational experiences. The stories retold captured students’ experiences while attending Keepers of The Culture Charter School and highlighted what they suggested contributed to their educational success in an African-centered school environment. Findings from this research provided insight into factors that may improve student learning outcomes for African American students who are schooled in traditional school environments. While some research has been conducted on the successes of an African-centered school approach, there is still resistance to infusing African-centered thought into our American educational system. The data demonstrated that African American students could experience success in school settings and life if a culturally conducive environment is provided. The study’s findings were insightful and opened educational dialogue on desperately needed educational reform and how institutions might better support African American students through an African-centered school’s approach.
Download or read book Black Male Teachers written by Chance W. Lewis and published by Emerald Group Publishing. This book was released on 2013-04-23 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume offers sound suggestions for advancing diversity in the teaching profession. It provides teacher education programs with needed training materials to accommodate Black male students, and school district administrators and leaders with information to help recruit and retain Black male teachers.
Download or read book Untold Narratives written by Shawn Anthony Robinson and published by IAP. This book was released on 2018-02-01 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book reflects a much needed area of scholarship as the voices of African American (AA) or Black students defined by various labels such as learning disability, blindness/visual impairment, cognitive development, speech or language impairment, and hearing impairment are rare within the scholarly literature. Students tagged with those identifiers within the Pk-20 academic system have not only been ignored, and discounted, but have also had their learning framed from a deficit perspective rather than a strength-based perspective. Moreover, it was uncommon to hear first person narratives about how AA students have understood their positions within the general education and special education systems. Therefore, with a pervasive lack of knowledge when it comes to understanding the experiences of AA with disabilities, this book describes personal experiences, and challenges the idea that AA students with disabilities are substandard. While this book will emphasize successful narratives, it will also provide counter-narratives to demystify the myth that those with disabilities cannot succeed or obtain terminal degrees. Overall, this edited book is a much needed contribution to the scholarly literature and may help teachers across a wide array of academic disciplines in meeting the academic and social needs of AA students with disabilities. ENDORSEMENTS: Dr. Shawn Robinson’s collection of personal narratives raises critical questions about the U. S. public education system. Written by African Americans compartmentalized in special education programs because of actual or perceived disabilities, these stories will impel readers even tangentially affiliated with educational institutions to consider testing, placement, mainstreaming, retention and promotion, and other assessment policies that determine grade-level readiness. Thanks to Robinson, the perspectives of these graduates who surmounted barriers to more positive and accommodating learning environments now receive proper attention. ~ John Pruitt, University of Wisconsin-Rock County With a bold vision, Dr. Shawn Anthony Robinson enters the discussion of Special Education with a collection of narratives that highlight the struggles and triumphs of marginalized students. In America, we have a long, contested history of “inclusion” of students of color and difference in our public, mainstream institutions. When these students are invited to the education table, they still must overcome persistent and pernicious barriers to true and equal educational opportunities. Consequently, students are left to “sink or swim” in oceans disparity and inequity. This collection of narratives and counter-narratives, confront the absence of adequate research and other empirical evidence of pedagogy and practice that would be essential to 21st Century progress in educational praxis. This volume represents one, important step towards adding new voices to the continuing struggle of meaningful inclusion. How might students of color and difference succeed in an education system that provides “no room to bloom? The authors address this challenge by exploring topics such as Aspirational Capital, Linguistic Capital, Familial Capital, Social Capital, Navigational Capital and Resistance Capital. The reader will be exposed to ideas that will help students “make a way out of no way” by working both within and against educational systems full of barriers and opportunities. Congratulations to Dr. Robinson and his colleagues as the content of this volume represents an important contribution to the extant literature. ~ Gregory A. Diggs , Denver, Colorado
Download or read book Strengthening School Counselor Advocacy and Practice for Important Populations and Difficult Topics written by Rausch, Meredith A. and published by IGI Global. This book was released on 2021-01-29 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt: School counselors often struggle to feel confident in delivering effective assistance to students due to a variety of reasons that currently do not have enough research or information developed. This leads to a struggle for counselors to adequately address tough and relevant issues. With these issues remaining unaddressed, or addressed less effectively, there is a concern that school counselors cannot mitigate these issues due to not being adequately informed. This can lead to a lifetime of consequences for students. Strengthening School Counselor Advocacy and Practice for Important Populations and Difficult Topics presents emerging research that seek to answer the tough and often unaddressed questions, target present-day issues of student populations, and prepare school counselors to feel confident and competent in their counseling and advocacy practice. These chapters, using the newest information available, will address these concerns and provide the best counseling work possible for underserved populations. While covering research on counseling for students with chronic illnesses, mixed-statuses, family issues, minority students, LGBTQ+ youth, and more, this book is ideal for school counselors, counseling educators, practitioners, stakeholders, researchers, academicians, and students who are interested in school counseling and meeting the needs of diverse and important populations of students.
Download or read book The Plight of the African American Student written by Albert L. Royster (Jr.) and published by . This book was released on 2017 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to conduct research on the early history of segregation and desegregation, which directly impacted how African Americans were educated--or not educated--in American history. My focus was geared toward investigating several aspects within the historical educational experiences of African American students. Two time periods were examined. The first time period chronicled the schooling experiences of African Americans who attended segregated, or both segregated and desegregated schools, after the Brown decision of 1954. The second time period chronicled the schooling experiences of African Americans who attended only desegregated schools. Although research has been done on segregation and desegregation, this study focused on the schooling experiences of African Americans. Themes were analyzed to see if African American's career outcomes were affected by the available educational opportunities during these time periods. Narrative research was used to collect the participants' life experiences within the two specific time periods. Eleven African American participants were interviewed. Restorying was used to make sense of those experiences as they related to the topic being researched. The questions given to the participants were aimed at gathering personal accounts of the challenges and struggles African Americans faced, and currently face, in education in our country. Several themes emerged from analyzing the narratives of the participants. These themes pertained to unequal facilities of African American schools compared to white facilities; a shared sense of community among African American students, families, and communities; high regard for education in African American families and communities; hostile environments created by whites in response to the desegregation of schools by African American students; and the ongoing discrimination of African American students; and the ongoing impact of the positive experiences in segregated schooling on their subsequent lives."--Abstract from author supplied metadata.
Download or read book Let s Stop Calling it an Achievement Gap written by Autumn A. Arnett and published by IAP. This book was released on 2019-01-01 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Between 1980 and 2005, 45 states were involved in lawsuits around equity of funding and adequacy of education provided to all students in the state. Indeed, this investigation could have included any cities in America, and the themes likely would have been the same: Lower funding and resources, disproportionate numbers of teachers and school leaders who do not look like the students they serve, debates over the public’s responsibility to provide fair and equitable education for all students in the jurisdiction, implicit biases from the top to the bottom and a resegregation of schools in America. Integration for Black families was never about an idea that Black students were better off if they could be around White students, it was about the idea that Black students would be better off if they could have access to the same education that White students had — but residential segregation still enables de facto school segregation, when it isn’t coded into policy. For the overwhelming majority of Black students, they’re stuck in segregated, underperforming schools. Schools where the teachers are dedicated to the mission, but where the cities and districts and states have failed to uphold their basic responsibility to maintain the upkeep of the schools and provide enough desks for each child and current textbooks.
Download or read book Hope and the Post racial written by William Louis Smith and published by . This book was released on 2015 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on critical race theory, racial formation theory and the extant literature on the so-called post-racial turn in American life, this research explored the broad question of how young people of color make sense of issues of race and equity in the era of the first Black president. Using a case study design, as well as elements of visual research methods and narrative inquiry, I examined how a group of high school students of color at a predominantly White high school have learned about race and Obama, considering both formal school curricula and out-of school sources. I also sought to understand what significance the students placed on president Obama's election, including their views on racial progress in the U.S. and their beliefs in the plausibility of a post-racial American era. Through the collection and analysis of interview, classroom observation, and artifact data, my findings suggest that schools can be unfriendly spaces for learning about these topics, but students pick up rich, though scattered, information through out-of-school sources such as family, community, and media. Additionally, students exhibited contradictory beliefs about race in America, with experiences of racial marginalization at school juxtaposed with measured optimism about racial progress in the U.S. Students also expressed personal inspiration in having a Black president and a willingness to hold multiple, competing narratives about race, Barack Obama, and their own lived experiences. These findings suggest a need for history and social studies teachers to provide formal curricular spaces for open discussion about race and President Obama to allow students to discuss and extend their multiple Obama narratives. Researchers must also consider the hybridized racial stories of both students of color and of the 44th president.
Download or read book Personal Narratives of Black Educational Leaders written by Robert T. Palmer and published by Routledge. This book was released on 2019-02-18 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Challenging misconceptions related to Black academic achievement, this volume provides original perspectives on the policies, initiatives, and factors that facilitate the success of students of color as they progress along the educational pipeline. Grounded in an anti-deficit framework, this book offers personal narratives of Black educational leaders and professionals who discuss aspects of their educational experiences and pathways to success. With takeaways for research and practice, the individual narratives that comprise this book add to the conversation and advance important lessons gained from personal stories about achieving success for Blacks and other minority students.
Download or read book Educating African American Students written by Abul Pitre and published by R&L Education. This book was released on 2009-08-15 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using a combination of case studies and research, the contributors of this timely book highlight some of the significant issues, historical, curricular, and societal, that have led to African American students having a proportionally larger representation in special education classes, higher drop-put rates, and more incidences of in-school, race-on-race violence. The contributors draw from critical pedagogy, multicultural education, and the Afrocentric canon to critique the American educational system. Educating African American Students examines historical issues that are significant for understanding the current state of affairs for African American education; addresses problems and issues in social studies education, mathematics education, and the overrepresentation of African American males in special education; and poignantly illuminates the necessity for renewed activism by telling the stories of African American children and their schooling experiences.
Download or read book Confronting the Barriers to Understanding Teaching and Learning Experiences of Marginalized Groups in Public Schools written by Christy M. Dodge and published by . This book was released on 2013 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement gap between African-American and European-American students in U.S. public schools is a problem with no simple explanation, and one that leaders struggle to correct. The researcher's central premise is that there are many ways to improve education for African-American students and that the racial achievement gap is inexcusable. African-American women may offer a unique perspective on this topic, by virtue of their status as women and as African Americans, as well as their experiences as students and teachers. The researcher set out to conduct research exploring the perspectives of African-American female teachers with respect to perceived and actual barriers to the effective education of students, specifically African-American students, teachers' coping strategies, and teachers' recommendations for change. However, major obstructing factors prevented the necessary collection of data for that research. In the dissertation, the researcher describes the current climate of education reform in the United States and critiques current reform efforts. She conceptualizes reasons for the structural factors that contribute to and explain the difficulty in collecting data on the experiences and perspectives of African-American teachers in U.S. public schools. Factors that may have prevented schools from allowing access to interview and observe African-American teachers are analyzed. Additionally, the researcher explores the question of why, in the rare cases in which schools did grant permission for the research, African-American teachers may have been uncomfortable participating in interviews about and observations of their experiences and practices. In theorizing about these factors, the researcher discusses the nature of the proposed research, her orientation, and the rationale for the proposed study. Major factors potentially influencing the decisions of school leaders and teachers not to participate are also presented. These include the nature of the public school teaching profession; race relations and history in the United States; education and experience in the United States; and laws, policies, and practices applicable to public education. In evaluating these elements, the researcher brings to light several factors that may prevent such research. The researcher concludes by presenting similar research initiatives and theories on how comparable research goals may be met, and by discussing areas for future research.
Download or read book Being Bad written by Crystal T. Laura and published by Teachers College Press. This book was released on 2015-04-28 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Being Bad will change the way you think about the social and academic worlds of Black boys. In a poignant and harrowing journey from systems of education to systems of criminal justice, the author follows her brother, Chris, who has been designated a “bad kid” by his school, a “person of interest” by the police, and a “gangster” by society. Readers first meet Chris in a Chicago jail, where he is being held in connection with a string of street robberies. We then learn about Chris through insiders’ accounts that stretch across time to reveal key events preceding this tragic moment. Together, these stories explore such timely issues as the under-education of Black males, the place and importance of scapegoats in our culture, the on-the-ground reality of zero tolerance, the role of mainstream media in constructing Black masculinity, and the critical relationships between schools and prisons. No other book combines rigorous research, personal narrative, and compelling storytelling to examine the educational experiences of young Black males. Book Features: The natural history of an African American teenager navigating a labyrinth of social worlds. A detailed, concrete example of the school-to-prison pipeline phenomenon. Rare insightsof an African American family making sense of, and healing from, school wounds. Suggested resources of reliable places where educators can learn and do more. “Other books have focusedon the school-to-prison pipeline or the educational experiences of young African American males, but I know of none that bring the combination of rigorous research, up-close personal vantage point, and skilled storytelling provided by Laura in Being Bad.” —Gregory Michie, chicago public school teacher, author of Holler If You Hear Me, senior research associate at the Center for Policy Studies and Social Justice, Concordia University Chicago “Refusing to separate the threads that bind the oppressive fabric of contemporary urban life, Laura has crafted a story that is at once astutely critical, funny, engaging, tearful, dialogue-filled, profoundly theoretical, despairing, and filled with hope. Being Bad is a challenge and a gift to students, families, policymakers, soon-to-be teachers, social workers, and ethnographers.” —Michelle Fine, distinguished professor, Graduate Center, CUNY "Perhaps more than any other study on this topic, this book brings to life the complicated, fleshed, lived experience of those most directly and collaterally impacted by the politics of schooling and its relationship to our growing prison nation.” —Garrett Albert Duncan, associate professor of Education and African & African-American Studies, Washington University in St. Louis
Download or read book Going to School written by Kofi Lomotey and published by SUNY Press. This book was released on 1990-01-01 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this ground-breaking book, noted scholars/educators respond to the persistent, pervasive and disproportionate underachievement of African-American students in public schools. In the process, they illustrate various aspects of the dilemma with a wide range of views and address the complexity of the topic by including a consideration of the factors that impact upon the academic achievement of African-American students. Lomotey considers the implications for research, policy and practice related to African-American academic achievement.
Download or read book Lift Every Voice written by Lucinda Harris and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the experiences of racism and discrimination of Black high school students from two diverse high schools in the northeastern United States. Data was collected from 8 individual semi-structured interviews that focused on their lived experiences and how they navigated racialized encounters. Utilizing (CRT) as a framework, this study revealed the lived reality of the 8 Black high school students. Participants recounted stories of racial stereotyping, discrimination from educators and peers, and the exclusionary aspects of the school’s curriculum and access to resources. Their stories also revealed the use of counterspaces to help them cope. Counterspaces acted as a buffer to their racialized experiences by allowing them the space to use their voice, share their stories, process their feelings and thoughts, and reflect on their experiences. The ability to communicate openly without the threat of feeling judged also supplied them with the tools needed to negotiate future racialized encounters. Findings in the form of storytelling indicate that racism and discrimination exist in diverse spaces negating the idea that diversity signifies equity. Additionally, the results support CRT tenets of the Permanence and Intercentricity of Race and Racism in diverse educational spaces, Critique of Liberalism as an operating premise in education, and the Commitment to Social Justice to evoke change. This study contributes to the limited qualitative research on the voices of Black students’’ lived experiences of racism and discrimination in diverse public high schools and affirms the importance of CRT.
Download or read book Visible Now written by Diana T. Slaughter-Defoe and published by Praeger. This book was released on 1988-12-14 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 1970 increasing percentages of Black students have enrolled in all types of private schools in diverse, though predominantly urban, regions of the nation. Since more than 90 percent of all Black students receive instruction in public schools, it is perhaps not surprising that researchers have paid scant attention to the educational status of the minority who have attended independently funded schools. The authors of this book present the first systematic treatment of the subject, looking at all aspects of the educational experiences of the Black children in private and parochial schools, and they explore the implications of private schooling for educational policy and future research. The editors' introduction provides an overview of the educational situation of Black children, focusing on the interface between the children, their families, and academic achievement in their schools. The organization of the volume reflects the diversity of private school types attended by Black children. Issues discussed are related to Black parent and student experiences in desegregated elite private schools, parochial schools, and predominantly Black private schools. The parental involvement in the schools is addressed as well as alternative types of organizational support systems for the Black students. Also discussed are the findings of recent research and information related to Educational Policy issues: research related to parental choice of private schooling, research on the racial coping strategies of parents of children in predominantly Black independent schools, educational policy issues and implications, for both private and public schools. The volume concludes with discussion of theoretical and research issues associated with the policy implications of their experiences for both public and private education.
Download or read book An Analysis of the Barriers Black American Students Face in the Educational System of the United States written by Vittoria Tuttobello and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research addresses education policies over the course of recent history that affected Black American students in public schools. The research aims to identify the barriers to Black students' success and educational attainment in the public school system of the United States. Considering the literature, education policies at the federal, state, and local levels are discussed and examined. Moreover, variables such as the achievement gap and educational attainment are identified and data concerning Black students are analyzed. Using a qualitative methodological approach, the researcher will conduct interviews with Black American students from five public high schools in the Los Angeles County area. The study's expected results will contribute to the shared experiences of individuals with the hopes of further expanding research on these concerns.
Download or read book Learning in the Margins written by Aisha Holmes and published by . This book was released on 2018 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American males with disabilities meet challenges in K-12 public education and higher education. Educational practices often focus on a deficit interpretation of the abilities of African American males with disabilities. Educational stakeholders who do not reflect their layered identities of race, gender, ability, and socioeconomic status often make educational decisions for this student population. The purpose of this study is to include in the educational conversations the voice of an African American male with disabilities who experienced K-12 public education and higher education. Using narrative inquiry and analyzed through the lens of DisCrit, findings from the study revealed two themes that explain the participants lived experiences. Educational stakeholders and others who see themselves in the participant can learn valuable information from the participant's narrative.
