Download or read book A Phenomenological Study of African American and Hispanic Student Perceptions of the Impact of Race on Their Academic and Social emotional Experience in a Large Urban School District written by Ryan Uran and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this investigation was to examine the perceived presence of racial disparities that may exist in the education system and uncover student perceptions of racism throughout each of their respective educational careers. It also brought to light student perceptions of the phenomenon and informed educators and education systems about changes that can be made so that each student can experience success at an equitable rate. Specifically, gaps between African American, Hispanic, and White students were examined. These gaps exist nationwide, but gaps particular to the author’s unique context were explicated. A study to deepen the understanding of students’ perceptions and personal experiences of racism throughout their respective educational experiences was conducted. The current study utilized a phenomenological analysis of interviews with the people most often left out of educational research, practice, and policy: the students, themselves. The findings of this investigation and their implications are critical to ensure future endeavors toward equity are more effective than they have been in the past. Among them, African American and Hispanic students perceived inequitable treatments in academic and behavioral contexts. Themes also suggested the prevalence of racism and its effects on education at both the individual and systemic levels. Suggestions for educators and education systems include continuing efforts to racially diversify not only the student body, but also the school staff. Themes also suggested African American and Hispanic students would benefit immensely from additional supports in the forms of resources, mentors, academic assistance, holistic wellness programs, and social-emotional initiatives. Recommendations for further research are also included.
Download or read book No Excuses written by Stephan Thernstrom and published by Simon and Schuster. This book was released on 2009-07-14 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black and Hispanic students are not learning enough in our public schools, and their typically poor performance is the most important source of ongoing racial inequality in America today—thus, say Abigail and Stephan Thernstrom, the racial gap in school achievement is the nation's most critical civil rights issue and an educational crisis; it's no wonder that "No Child Left Behind," the 2001 revision of the Elementary and Secondary Education Act, made closing the racial gap in education its central goal. An employer hiring the typical Black high school graduate or the college that admits the average Black student is choosing a youngster who has only an eighth-grade education. In most subjects, the majority of twelfth-grade Black students do not have even a "partial mastery" of the skills and knowledge that the authoritative National Assessment of Educational Progress calls "fundamental for proficient work" at their grade. No Excuses marshals facts to examine the depth of the problem, the inadequacy of conventional explanations, and the limited impact of Title I, Head Start, and other familiar reforms. Its message, however, is one of hope: Scattered across the country are excellent schools getting terrific results with high-needs kids. These rare schools share a distinctive vision of what great schooling looks like and are free of many of the constraints that compromise education in traditional public schools. In a society that espouses equal opportunity we still have a racially identifiable group of educational have-nots—young African Americans and Latinos whose opportunities in life will almost inevitably be limited by their inadequate education. When students leave high school without high school skills, their futures—and that of the nation—are in jeopardy. With successful schools already showing the way, no decent society can continue to turn a blind eye to such racial and ethnic inequality.
Download or read book African American Students Experiences Achievement and Outcomes Examined Through the Lenses of Teacher Expectations Racial Congruence and Stereotype Threat written by Carla Postell and published by . This book was released on 2011 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: The phenomenological study examined the retrospective perceptions of academic experiences and outcomes of 13 African American full or part-time college students enrolled in either a community college or university located in an urban area. For the purpose of this study, educational experiences are defined as self-reported academic achievements and perceived success levels attained by participants during high school. Academic outcomes are the self-reported academic achievement and success level attained at their colleges and universities. The researcher interviewed participants, using a one-on-one interview process to conduct the interviews. This study examined influences of race congruence between students and teachers. This topic was studied to determine if students find that being taught by a person who is of the same or different race influences their educational experiences and outcomes. African American college students' retrospective appraisal of the role that teacher expectations, teacher-student racial congruity, and stereotype threat played in their high school education, guided this study. Findings from the participant interviews produced four major themes: perceptions of teacher expectations, stereotypes, stereotype threat, and racial congruence. Examining this concept gives educators the opportunity to understand how African American students view their educational experiences and the role these theories play in students' academic outcomes. Results from the present study provide data to better understand the achievement gap and how to bring closure to the gap, helps educators and policymakers reset their perspectives and priorities as they relate to African American students, encourages and suggests the implementation of diversity training programs and curriculum as they relate to African American students, and reflects teacher expectations and perceptions of African American students. Recommendations for further research include: (a) examining how teacher expectations, racial congruence, and stereotype threat, as they relate to African American students, might be impacting the achhievement gap, (b) conducting a longitudinal research design to extend the study by following students throughout college to graduation to determine how racial congruence between instructors and students in college influenced their college outcomes, and (c) using a mixed-methods research design to study a multicultural group of students (e.g., Black, White, Hispanic, Asian) and teacher racial congruence.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Creating the Opportunity to Learn written by A. Wade Boykin and published by ASCD. This book was released on 2011 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explore why some schools are making more progress than others, so you can focus on what works and build the capacity of high-performance, high-poverty schools.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1996 with total page 872 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ignored Burden written by Allison Lindsay Scott and published by . This book was released on 2009 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Phenomenological Study of the Student Engagement Experiences of African Americans Formerly Attending Urban Public High Schools written by Sohn A. Butts and published by . This book was released on 2022 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this hermeneutic phenomenological study was to interpret the student engagement experiences of African Americans formerly attending urban public high schools in a major city in the Mid-Atlantic region of the United States. Self-determination theory, established by Ryan and Deci (1985), is the theoretical framework for this study, and was used to understand motivation in terms of basic psychological needs satisfaction and fulfillment, and how those motivations influence human behavior. The central research question was: What were the student engagement experiences of African Americans formerly attending urban public high schools? The three research sub-questions were: (1) what instructional experiences did African Americans attribute to their student engagement experiences, (2) what interpersonal experiences did African Americans attribute to their student engagement experiences, and (3) what environmental experiences did African Americans attribute to their student engagement experiences? Qualitative questionnaires, focus groups, and semi-structured interviews were used to collect data from 12 participants selected using homogenous and snowball sampling. Data analysis was conducted using van Manes’ approach (1990) of reflecting on significant participant statements, developing thematic meaning units, and constructing textual and structural written descriptions of student engagement, concluding with a written composite interpretation of the lived experiences of the participants. The essential themes identified in the study were Engagement Experiences, Instructional Considerations, Relationships, School-Related Experiences, and Non-School-Related Factors. Participants identified the satisfaction of psychological need as the cornerstone of student engagement and as essential factor in mitigating student disengagement.
Download or read book The Black White Achievement Gap written by Rod Paige and published by AMACOM. This book was released on 2010-02-01 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: When it comes to race in America, we must face one uncomfortable but undeniable fact. Almost 50 years after the birth of the civil rights movement, inequality still reigns supreme in our classrooms. At a time when African-American students trail their white peers on academic tests and experience high dropout rates, low college completion rates, and a tendency to shy away from majors in hard sciences and mathematics, the Black-White achievement gap in our schools has become the major barrier to racial equality and social justice in America. In fact, it is arguably the greatest civil rights issue of our time. The Black-White Achievement Gap is a call to action for this country to face up to and confront this crisis head on. Renowned former Secretary of Education Rod Paige believes we can close this gap. In this thought-provoking book, he and Elaine Witty trace the history of the achievement gap, discuss its relevance to racial equality and social justice, examine popular explanations, and offer suggestions for the type of committed leadership and community involvement needed to close it. African-American leaders need to rally around this important cause if we are to make real progress since students’ academic performance is a function not only of school quality, but of home and community factors as well. The Black-White Achievement Gap is an unflinching and long overdue look at the very real problem of racial disparity in our schools and what we must do to solve it.
Download or read book The Condition of Education 2020 written by Education Department and published by . This book was released on 2021-04-30 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2020 summarizes important developments and trends in education using the latest available data. The report presentsnumerous indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.
Download or read book Skin Color and Identity Formation written by Edward Fergus and published by Routledge. This book was released on 2004-11-01 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this study is on the ways in which skin color moderates the perceptions of opportunity and academic orientation of 17 Mexican and Puerto Rican high school students. More specifically, the study's analysis centered on cataloguing the racial/ethnic identification shifts (or not) in relation to how they perceive others situate them based on skin color.
Download or read book Hispanic Students Perceptions of Success written by Rodney Stephens and published by . This book was released on 2017 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to understand the impact of Hispanic learners' perceptions of success on their completion of secondary/post-secondary studies. The following served as a guiding research question: How do the perceptions of success among male and female Hispanic high school completers/non-completers ages 18-29 impact their educational pursuits? This qualitative study examined the lived experiences of Hispanic participants through social/cultural contexts framed around Bronfenbrenner's (1974) ecological systems theory, Vygotsky's (1978) social learning theory, Rotter's (1954) social learning, and Bandura's (2002) social cognitive theory. Participants included 22 Hispanic high school completers/non-completers ages 18-29 who were clients or students in one of three settings: a Hispanic advocacy center, an adult education center, or a moderate-size university, all near Atlanta, Georgia. A phenomenological approach was chosen because phenomenology considers constructs through the consciousness of persons who live unique experiences. Following Moustakas' (1994) methodology, this study sought to organize data in such a way to elicit textural and structural descriptions as well as structural meanings related to the phenomenon. Data was gathered through semi-structured interviews, focus groups, and observations. Analysis was conducted via coding, memoing, and bracketing. By examining participants' perspectives, as well as their experiences in United States K-12 settings, the researcher determined that their definition of success centered on family. A future phenomenological study to examine language as an acculturative construct, as well as a case study to frame Hispanic students’ perspectives in educational and familial milieus were proposed.
Download or read book Navigating Racialized Contexts written by Shuntay Z. McCoy and published by . This book was released on 2013 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Within the United States, African American students experience school socialization that exposes them to racial segregation, economic stratification, and route learning masked as education. Consequently African American families are compelled to engage in socialization practices that buffer against the adverse influences of racism, oppression, and dehumanization that threaten African American students' pro-social identity development within a racialized society. To investigate how African American students' develop their racial and educational identity within this racialized context I conduct a qualitative investigation to (a) explore African American students' perceptions of the socialization experiences they identify as salient influences on their racial and educational identity; (b) theoretically deconstruct the racialized contexts (i.e., secondary educational institutions) within which African American students are socialized prior to entering college; and (c) examine how variations in African American students' post-secondary contexts differentially reflects their identity development at predominately White institutions (PWIs) and historically Black Colleges and Universities (HBCUs). I utilize critical race theory (CRT) and the Phenomenological Variant of Ecological Systems Theory (PVEST) to explore African American students' counternarratives while simultaneously deconstructing the racialized context in which they develop their racial and educational identities. Findings from this study reveal that schools adversely impact African American students' pro-social educational and racial identity development. At a micro-level schools socialize African American students through tracking them into advanced placement, honors, general education, and special education programs. In addition schools engage in macro-level socialization practices that restrict African American students' postsecondary options, skew their perceptions of postsecondary opportunities, and provide substandard preparation for educational advancement. Such institutional practices perpetuate whiteness as property through the right to exclude African American students from access to educational resources; and by maintaining a favorable reputation for white students while perpetuating the characterization of black students as intellectually inferior. Findings also illustrate how African American families engage in racial socialization that includes the educational socialization of African American students through educational modeling, educational continuation, and educational trailblazing. This study yields implications for families, secondary institutions, post-secondary institutions, and future research that promotes educational equity for African American students."--Abstract from author supplied metadata.
Download or read book Keepin It Real written by Prudence L. Carter and published by Oxford University Press. This book was released on 2005-09-15 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why are so many African American and Latino students performing less well than their Asian and White peers in classes and on exams? Researchers have argued that African American and Latino students who rebel against "acting white" doom themselves to lower levels of scholastic, economic, and social achievement. In Keepin' It Real: School Success beyond Black and White, Prudence Carter turns the conventional wisdom on its head arguing that what is needed is a broader recognition of the unique cultural styles and practices that non-white students bring to the classroom. Based on extensive interviews and surveys of students in New York, she demonstrates that the most successful negotiators of our school systems are the multicultural navigators, culturally savvy teens who draw from multiple traditions, whether it be knowledge of hip hop or of classical music, to achieve their high ambitions. Keepin' it Real refutes the common wisdom about teenage behavior and racial difference, and shows how intercultural communication, rather than assimilation, can help close the black-white gap.
Download or read book Curriculum Violence written by Erhabor Ighodaro and published by Nova Science Publishers. This book was released on 2013-07 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the historical context of African Americans' educational experiences, and it provides information that helps to assess the dominant discourse on education, which emphasises White middle-class cultural values and standardisation of students' outcomes. Curriculum violence is defined as the deliberate manipulation of academic programming in a manner that ignores or compromises the intellectual and psychological well being of learners. Related to this are the issues of assessment and the current focus on high-stakes standardised testing in schools, where most teachers are forced to teach for the test.
Download or read book Perceptions of the Achievement Gap as Experienced Among Academically Proficient to High achieving African American Adolescents in the Rural Southeastern United States written by Tony Roberts and published by . This book was released on 2018 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe how the achievement gap is perceived as a lived experience by African American adolescents in in a southeastern United States school district. The perception of the achievement gap as a lived experience among African American adolescents is generally defined as the meaning this group ascribes to their lived experience in the academic achievement gap. The theory guiding this study was Lev Vygotsky’s sociocultural theory. Vygotsky theorized that sociocultural learning precedes cognitive development; therefore, African American adolescents’ sociocultural awareness of the gap, or the meaning or lack of definition in perceptions of the academic achievement gap, would then precede their abilities to make developmental strides to close the achievement gap. Following a purposeful sample, data collection consisted of a 1-hour individual interview with each adolescent participant encompassing questions designed to probe their academic experiences. The second interview was also 1 hour, conducted collectively as a focus group interview. Both the individual interviews and the focus group interview were recorded and subsequently transcribed verbatim. Participants journaled their thoughts throughout the data collection phase. Data were then analyzed by describing as well as coding to organize and classify information. This process served to identify categories and themes from the research. Interviews were coded to highlight significant statements and identify themes. Trustworthiness was confirmed by lucid descriptions as well as clarification of subjects’ statements.
