Download or read book A Study Og Black Teachers Perceptions of the Academic Achievement of Black Male Students in Elementary Schools in Rural Georgia written by Marshell F. Aker and published by . This book was released on 2016 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Presently, numerous research studies, articles and reports have shown troubling outcomes regarding the education of Black male students in the United States (Darensbourg, Perez, & Blake, 2010; Lewis, Simon, Uzzell, Horwitz, & Casserly, 2010; Prager, 2011). The performance of Black males on national achievement assessments is lower in comparison to the performance of most other subgroups. The high school graduation rate for Black males in the United States is below most other ethnic subgroups (Schotts Foundation, 2015). Although various strategies are often implemented at the national, state, and local level in attempts to address achievement disparities, these efforts have not been fully successful in eliminating the achievement gaps nor improving educational outcomes for Black male students. While dominant explanations for negative educational outcomes seem to blame the Black male students, their motivation, their family and culture (Emdin, 2012; Gira, 2007; Kim & Hargrove, 2013), Critical Race Theory scholars attempt to challenge these deficit explanations and explore alternative perspectives regarding the conditions that may contribute to educational achievement disparities (Jay, 2003; Ladson-Billings &Tate, 1995; Milner, 2008). Critical Race Theory insists upon exploring the experiences of people of color who have been historically marginalized and silenced. Some scholars have noted that black educators often feel left out of discussions and silenced in regards to the teaching and learning of Black students (Delpit, 1995; Foster, 1991; White, 2012). Because Black teachers and Black males may share possible cultural connections as well as experiences with marginalization, it is possible that some Black teachers may be able to provide valuable information and counter stories regarding black male achievement (Foster, 1991; Milner, 2006). The purpose of this study was to examine the perceptions of Black teachers regarding the academic achievement of Black male students in elementary schools in rural Georgia. Through the use of focus group interviews, the researcher examined the voices of Black teachers to identify significant factors impacting the educational success of Black males. Findings of this study had implications for the education of Black males in rural elementary schools. Findings were: 1) Black male students in rural elementary schools may lack exposure to critical resources needed for their success; 2) Policies and practices may limit Black male access to rigorous and advanced curriculum; 3) Deficit thinking and stereotypes may confine academic achievement and aspirations for Black male elementary students; and 4) Positive and supportive teacher-student relationships may have an important role in improving the educational outcomes for Black males in rural schools.
Download or read book Perceptions of Black Male Students and Their Parents about the Academic Achievement Gap Between Black and White Students at the Elementary School Level written by Gloria J. Williams and published by . This book was released on 2002 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book New Visions of Collective Achievement written by Darrell Cleveland Hucks and published by Springer. This book was released on 2014-11-26 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males takes you on a journey into the lives of three families of African American males, each with an elementary aged boy. Bear witness to each boy’s observations and insights on his current schooling experiences, also hear what older males in his family have to say regarding their schooling experiences. Employing qualitative methodology to include their frequently unheard voices in educational research, this book endeavors to move toward correcting this oversight. New Visions of Collective Achievement graciously offers each of us, as stakeholders, a most precious gift: a theoretical and practical framework to effect real, meaningful, and long-lasting change if we are courageous enough to take heed. “This refreshingly clear and focused book presents a comprehensive discussion on the schooling experiences of African American males across generations. This invaluable resource should be required reading for all educators who work with this population to show the value of education in the African American community.” – Chance W. Lewis, Ph.D. Carol Grotnes Belk Distinguished Professor of Urban Education, UNC Charlotte “New Visions of Collective Achievement provides educators with an important insight into the ways Black males experience their education across time. Through groundbreaking research presented in the voices of three generations of Black males, this book commands attention and calls for multiple stakeholders in our schools and communities to work together to cultivate and advance the social and academic well-being of Black males.” – Yolanda Sealey-Ruiz, Ph.D. Assistant Professor of English Education, Teachers College, Columbia University “New Visions encapsulates the spirit of African American males who are separated by generations, yet bound by a collective struggle against social injustice and a desire for success. Dr. Hucks invokes a reverence for historical oppression, an awareness of present day opportunities and barriers, and a visionary path for future generations of Black men.” – Ivory A. Toldson, Ph.D. Editor-in-Chief, The Journal of Negro Education; Associate Professor, Counseling Psychology Program, Howard University
Download or read book Academic Achievement of Black Males in a Rural Middle School written by Tonya Dukes Bozeman and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational statistics have consistently recorded low academic performance for Black male students, particularly those in high-poverty settings. Research studies have documented that very few Black male students can perform at the level of their counterparts from other racial categories. Circumstances such as poverty, deprivation, and lack of mentorship affect Black males' academic achievement and underachievement. The purpose of this qualitative interpretive study was to explore the lived experiences of select Black male students who have been academically successful at a high-poverty rural middle school in the Southern United States. I used, per Bandura's (1977) social cognitive theory (SCT), the framework of the study, human learning and development occur through personal experiences and examination of the actions of others. I explored how behavioral, personal, and environmental factors interact to affect the selfefficacy of 12 Black male students in the school setting. Findings revealed participants perceived positive family support, positive friend or peer network, positive teacher influence, and positive self-image as supportive factors that contributed to their academic success. This study shifts the focus from Black male deficiencies to emphasizing their achievements and how internal factors such as self-perception, attitude, and self-confidence outweigh external factors such as low socioeconomic factors and lack of mentors that could reduce opportunities for success. Study participants' desires for academic achievement created a transformative bridge between their self-efficacious beliefs and their drive for education. Future research should continue to focus on understanding the contributing factors to young Black males' school success and giving them positive voices.
Download or read book Teaching Black Boys in the Elementary Grades written by Alfred W. Tatum and published by Teachers College Press. This book was released on 2021 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book will help educators rethink their expectations of and practices for developing the literacy skills of Black boys in the elementary school classroom. Tatum shows educators how to bring students’ literacy development into greater focus by creating an early intellectual infrastructure of advanced literacy, knowledge, and personal development. He provides a strong conceptual frame, with associated instructional and curricular practices, designed to move Black boys from across the economic spectrum toward advanced literacy that aligns with the Black intellectual tradition. Readers will learn how to use texts from a broad range of potential professions, across academic disciplines, to nurture social and scientific consciousness. The text includes guidance for selecting texts, reading supports, prompts for analysis, and examples of student work. Teaching Black Boys in the Elementary Grades counters the current obsession with basic and proficient reading and argues for adopting an exponential growth model of literacy development. Book Features: A multidimensional model that supports reading and writing development.Student writing artifacts that can be used as a model for teachers.Sample lessons with texts for use across the academic disciplines.A strong conceptual and curricular frame to support educators in their text selection.
Download or read book Motivating Black Males to Achieve in School and in Life written by Baruti K. Kafele and published by ASCD. This book was released on 2010-02-12 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most vexing problems confronting educators today is the chronic achievement gap between black male students and their peers. In this inspiring and thought-provoking book, veteran educator Baruti K. Kafele offers a blueprint for lifting black males up and ensuring their success in the classroom and beyond. Motivating Black Males to Achieve in School and in Life offers proven strategies for getting black male students in middle school and high school to value learning, improve their grades, and maintain high standards for themselves. The author shows how simple but powerful measures to instill self-worth in young black males can not only raise these students' achievement, but also profoundly alter their lives for the better. This book will help you to help students * Reverse the destructive effects of negative influences, whether among peers or in the popular culture; * Surmount adverse conditions at home or in their communities; * Participate in mentorship programs with successful black male adults; and * Take pride in their heritage by learning about great figures and achievements in black history. Whether your school is urban or rural, all-black or mixed, you'll find this book to be an insightful resource that addresses the root causes of low achievement among young black males and offers a clear path to overcoming them.
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 Black Male Students Perceptions of Effective Teachers written by Francis Vladimir Lozie and published by . This book was released on 2013 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the characteristics of effective teachers of African-American male middle school students. Black males are underserved throughout all levels of the educational pipeline and experience an achievement gap. Researchers have posited several causes of the achievement gap: teachers' beliefs, students' cultural capital, and teachers' pedagogical skills. Moreover, the transition from student-centered elementary school settings to curriculum-centered secondary school settings can be disproportionately jarring for Black male adolescents. Using a community nomination process, students and principals at 4 Compton middle schools identified whom they perceived as the most effective teacher at each site. Fifty-three students participated in 8 focus groups. Each of the 4 teachers was observed 4 times (for a total of 16 observations) and interviewed 3 times (for a total of 12 interviews). In the effective teachers' classrooms, (a) nearly 100% of Black males participated throughout lessons, (b) teachers and students used high levels of academic vocabulary, and (c) teachers used humor and code-switching to elicit positive responses from students. Students described the importance of humor, high expectations, and fairness, as well as multiple types of teaching practices. Teachers believed (a) that teaching was their means of effecting social justice, (b) that their students' intelligence was malleable rather than fixed, and (c) that their personal experiences were instrumental in shaping their teaching philosophy and practice. These findings began to coalesce into an emerging profile of effective teachers for Black male middle school students: (a) a social justice stance, (b) cultural congruence with their students as a result of lived experiences, and (c) the ability to wield a robust arsenal of pedagogical strategies. The findings point to the importance of recruiting teacher candidates who can relate to the lived experiences of their students, of designing hiring protocols that test for the characteristics of effective teachers for African-American males, and of restructuring middle schools to allow for multiple attempts to demonstrate mastery of complex academic concepts.
Download or read book Against the Odds written by Ann Reeves-Weaver and published by . This book was released on 2013 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many studies have documented the failure and attrition of African American male students to complete high school or college. Much less attention has been given to the ways in which these students successfully matriculate from these institutions. The purpose of this phenomenological study was to understand the experiences of African American male teachers as they progressed from primary to post secondary institutions. A purposive sampling procedure was used to select eight participants for structured interviews. Interviews were designed to gather information on how personal attributes and perceptions; relationships, external influences and institutional factors impacted academic progress. Research questions sought to reveal the factors and instructional strategies that led to successful academic performance of African American males. They also sought to uncover the impact of teacher expectations as well as the role of parents, guardians, and peers on the academic success of African American male students. The interviews were audio recorded and transcribed. Upon studying the transcripts, sorting and analysis revealed several themes. Of the eight respondents interviewed, all of them possessed a sense of self-efficacy. They were all intrinsically motivated and were not deterred by the obstacles of racism or poverty. Seven out of eight respondents reported being identified with academics throughout their entire school careers; not just high school. All of the males recanted positive school experiences without incidents of bullying or fighting. Seven out of eight participants reported residential fathers. Implications for social change include the use of mentoring and guidance for African American males. Results will be of most interest to educators of African American males.
Download or read book Black Males Matter written by Cherrel Miller Dyce and published by IAP. This book was released on 2021-04-01 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: A major premise of the book is that teachers, school leaders, and school support staff are not taught how to create school and classroom environments to support the academic and social success of Black male students. The purpose of this book is to help champion a paradigmatic shift in educating Black males. This books aims to provide an asset and solution-based framework that connects the educational system with community cultural wealth and educational outcomes. The text will be a sourcebook for in-service and pre-service teachers, administrators, district leaders, and school support staff to utilize in their quest to increase academic and social success for their Black male students. Adopting a strengths-based epistemological stance, this book will provide concerned constituencies with a framework from which to engage and produce success.
Download or read book Teaching to Close the Achievement Gap for Students of Color written by Theodore S. Ransaw and published by Routledge. This book was released on 2020-10-08 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.
Download or read book African American Males in School and Society written by Vernon C. Polite and published by Teachers College Press. This book was released on 1999 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this groundbreaking and timely volume Vernon Polite and James Earl Davis have brought together the perspectives and research findings of eminent scholars who study the educational and social lives of African American males. The result is a volume that brims with new outlooks and viewpoints—a refreshing departure from pervasive and oftentimes stereotypical literature about the African American male experience—and gives the reader access to prevalent issues affecting this population today. Thoughtful attention is paid to broader outcomes such as educational attainment, job procurement, and quality of life. These topics are discussed against the backdrop of student background and schooling with the overall aim of improving the academic and social outcomes of this population. “At last, a comprehensive look at the most salient issues that affect the future of African American men. This book provides much more than a ray of hope; it is replete with recommendations and practices that, if implemented, will positively impact educational and social outcomes. Every educator and parent who grapples with the dilemma of educating Black boys and young men should read this book.” —Robert Peterkin, Ph.D., Harvard University's Urban Superintendents Program “School administrations serious about addressing the underachievement and underdevelopment of African American boys and youths will find in this book theoretical and methodological approaches (e.g., practical, just–in–time strategies for implementation). . . . This book will empower readers who are committed to equity and excellence for African American male students.” —Gwendolyn J. Cooke, Ph.D., Director, Urban Services, National Association of Secondary School Principals
Download or read book Teachers Perception of Motivational Techniques and Socioeconomic Status as Factors that Contribute to the Underachievement of African American Males written by Wendell Mills and published by . This book was released on 2010 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated teachers’ perception of motivational techniques and socioeconomic status as factors that contribute to the underachievement of African American males. Many educators have not placed emphasis on connecting with and developing relationships with minority students. Perceptions of African American males not caring about their education and being comedians in the class room has hindered academic achievement. This study was conducted as qualitative research. Interview questions were asked with five teachers in a high school in urban Midwest Georgia. The purpose of this study was to explore teachers’ perception of factors that contribute to the underachievement of African American males.
Download or read book Black Boys II Black Men written by Dr. Cynthia D. Smith and published by AuthorHouse. This book was released on 2023-05-01 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: Much has been written about reading disparities between African American males and other student groups. The purpose of this study was to examine the relationship between the reading achievement of African American males, particularly in high school settings, and specific factors that may support this achievement. Specifically, the relationship of reading achievement to parental involvement and culturally responsive instructional practices was considered. The expected outcome was to find correlations between African American parental involvement and reading achievement. It was also expected that culturally responsive teacher instructional practices would be correlated with student reading achievement.
Download or read book Closing the Education Achievement Gaps for African American Males written by Theodore S. Ransaw and published by MSU Press. This book was released on 2016-04-01 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Closing the Education Achievement Gaps for African American Males is a research-based tool to improve the schooling experience of African American males. Editors Theodore S. Ransaw and Richard Majors draw together a collection of writings that provide much-needed engagement with issues of gender and identity for black males, as well as those of culture, media, and technology, in the context of education. The distinguished and expert contributors whose work comprises this volume include an achievement-gap specialist for males of color, two psychologists, a math teacher, an electrical engineer, a former school principal, a social worker, and a former human rights commissioner. From black male learning styles to STEM, this book shows that issues pertaining to educational outcomes for black males are nuanced and complex but not unsolvable. With its combination of fresh new approaches to closing achievement gaps and up-to-date views on trends, this volume is an invaluable resource on vital contemporary social and educational issues that aims to improve learning, equity, and access for African American males.
Download or read book African American Male Students Perceptions of Factors that Contribute to Their Academic Success written by Gertrude Rolland and published by . This book was released on 2011 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This study sought to understand African American high school males' perceptions of factors contributing to academic success. The researcher gathered information by interviewing students and collecting their demographic profile data. This qualitative research method enabled the researcher to learn directly from students what factors African American male students associated with academic success as well as challenges to academic success and solutions for achieving academic success. Participants were three junior and three senior African American high school male students attending a rural high school in Georgia. Data collection occurred during the spring semester of 2011. Each participant was asked 16 questions to determine his perspectives on factors contributing to academic success and what solutions and challenges he perceived necessary for African American males to achieve academic success. Among factors influencing student success were: (a) supportive parents, (b) caring teachers, (c) positive school environment, (d) peer support, and (e) community initiatives. Data suggested that to support the academic success of African American male students more African American male teachers and mentors are needed in schools. In addition, African American males desired for educators to understand their cultural background and avoid labeling them. Some challenges perceived by participants included: (a) lack of after school community activities, (b) negative stereotypes, (c) lack of self-initiative, (d) negative images, and (e) lack of belief in self. Among solutions cited were: (a) self-motivation, (b) role-models, and (c) mentors. Overall, participants had a need to feel cared about, understood, and supported. Findings from this research study can assist in the development of teacher education programs, school-based interventions and community programs for African American male adolescents. This research study is an attempt to provide additive information within the educational literature.
Download or read book African American Male Academic Success written by Lawrence L. Scott and published by Universal-Publishers. This book was released on 2011-08 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore the experiences and perceptions of 10 selected academically successful African American male leaders. In this study, "academic success" was defined as these African American men who attained a master's or postgraduate degree such as a M.D., Ph.D., or J.D. Even though there is bountiful research on the deficiencies in the lives of African American males, it is still unclear what conditions lead African American men to higher educational attainment. The goal of this study was to also add to the deficient, ever-emerging body of research in the area of African American male educational attainment, while providing viable solutions that speak to the plights of African American males from all educational backgrounds and experiences. Using a basic interpretive qualitative inquiry format, the research questions focused on (a) how professional and familial social capital is related to academic success, (b) the participant's perception of the role of resilience in the pursuit of academic attainment, and (c) how does self-efficacy influence academic success for these African American male participants? This research analyzed recurring themes from these participants, who were solicited because they can provide expert testimony on how an African American male can achieve academically. The inquiry produced three recurring themes: Self-Belief and Identity, Social Network and Support, and Faith, Spirituality, and Inspiration. After a comprehensive qualitative analysis of the themes, the following categories emerged: Resilience Over Faulty Mindsets; Competition; Above Mediocrity; Social Network and Support; Family; Positive Influences, Mentors, and Peers; Opportunities; Faith, Spirituality, and Inspiration; Faith in a Higher Power; and Historical Responsibility. All the participants identified Social Network and Support as a major factor in their academic success. Most participants credited a parent, peer, mentor, or teacher as the most influential person that helped them throughout their educational pursuits.
