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 Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Download or read book My Existence Didn t Make No Difference to Them written by Larissa Malone and published by . This book was released on 2015 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research was to understand the perceptions of African-American students and their families regarding teacher expectations and the experiences that shaped these perceptions. The study sought to understand the ways in which members of the African-American community processed and responded to schooling based on their interpretation of educational institutions' expectations. Critical Race Theory served as the theoretical framework which posited that culture is critical to human agency and race is relevant, salient, and is an undeniable influence on the structure of all American institutions, including schools. Findings revealed African-Americans perceived that educational institutions of America, as a whole, are inherently designed to obstruct progress towards social justice. The emergent themes of ethnic identity, racial socialization, cultural mistrust and resilience and their relevance to and the way in which they informed perceptions of teacher expectations and the discourse surrounding majority-minority relations and cultural negotiations are discussed. This inquiry concluded that the perceptions of teachers' lower expectations influenced both African-American students' approach to schooling, but did not deter them from high achievement and encouraged African-American parents' activism in countering racial biases to guide their students through school. Implications for diverse school communities include systemic efforts of inclusion, equitable treatment of all students and racial reconciliation as an integral part of increased African-American student achievement.
Download or read book Young Gifted and Black written by Theresa Perry and published by Beacon Press. This book was released on 2004-02-02 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: “An important and powerful book” that radically reframes the debates swirling around the academic achievement of African-American students (Boston Review) “The solutions offered by each essay are creative, inspirational, and good old common sense." —Los Angeles Times In 3 separate but allied essays, African-American scholars Theresa Perry, Claude Steele, and Asa Hilliard examine the alleged ‘achievement gap’ between Black and white students. Each author addresses how the unique social and cultural position Black students occupy—in a society which often devalues and stereotypes African-American identity—fundamentally shapes students’ experience of school and sets up unique obstacles. Young, Gifted and Black provides an understanding of how these forces work, opening the door to practical, powerful methods for promoting high achievement at all levels. In the first piece, Theresa Perry argues that the dilemmas African-American students face are rooted in the experience of race and ethnicity in America, making the task of achievement distinctive and difficult. Claude Steele follows up with stunningly clear empirical psychological evidence that when Black students believe they are being judged as members of a stereotyped group—rather than as individuals—they do worse on tests. Finally, Asa Hilliard argues against a variety of false theories and misguided views of African-American achievement, sharing examples of real schools, programs, and teachers around the country that allow African-American students to achieve at high levels. Now more than ever, Young, Gifted and Black is an eye-opening work that has the power to not only change how we talk and think about African-American student achievement but how we view the African-American experience as a whole.
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 Young Gifted and Black written by Theresa Perry and published by Beacon Press. This book was released on 2012-09-11 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: “An important and powerful book” that radically reframes the debates swirling around the academic achievement of African-American students (Boston Review) “The solutions offered by each essay are creative, inspirational, and good old common sense." —Los Angeles Times In 3 separate but allied essays, African-American scholars Theresa Perry, Claude Steele, and Asa Hilliard examine the alleged ‘achievement gap’ between Black and white students. Each author addresses how the unique social and cultural position Black students occupy—in a society which often devalues and stereotypes African-American identity—fundamentally shapes students’ experience of school and sets up unique obstacles. Young, Gifted and Black provides an understanding of how these forces work, opening the door to practical, powerful methods for promoting high achievement at all levels. In the first piece, Theresa Perry argues that the dilemmas African-American students face are rooted in the experience of race and ethnicity in America, making the task of achievement distinctive and difficult. Claude Steele follows up with stunningly clear empirical psychological evidence that when Black students believe they are being judged as members of a stereotyped group—rather than as individuals—they do worse on tests. Finally, Asa Hilliard argues against a variety of false theories and misguided views of African-American achievement, sharing examples of real schools, programs, and teachers around the country that allow African-American students to achieve at high levels. Now more than ever, Young, Gifted and Black is an eye-opening work that has the power to not only change how we talk and think about African-American student achievement but how we view the African-American experience as a whole.
Download or read book How Elevated Teacher Expectations are Transformative and how They Can Impact the Perceptions of African American Students in a Way that Can Facilitate Achievement for Individual Students of Color written by Margaret Renea Frye and published by . This book was released on 2009 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research question addressed through this capstone is, how are elevated teacher expectations transformative and how can they impact the perceptions of African American students in a way that can facilitate achievement for individual students of color? This capstone explores the interaction of teacher expectations for students of color with their academic development and achievement. Specifically addressed is the importance of teachers developing the types of beliefs, visions, and corresponding expectations that will transform their teaching style and instructional methods in a way that affords every student the opportunity to achieve to their fullest potential. When expectations are elevated and supported by correct beliefs and views of students, students of color, particularly African Americans can experience positive outcomes for growth and development. The development of a teacher awareness curriculum completes this project, targeting pre-service teachers through an informative, reflective, and interactive approach.
Download or read book Beyond Acting White written by Erin McNamara Horvat and published by Rowman & Littlefield Publishers. This book was released on 2006-03-09 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why do Blacks underperform in school? Researchers continue to pursue this question with vigor not only because Blacks currently lag behind Whites on a wide variety of educational indices but because the closing of the Black-White achievement gap has slowed and by some measures reversed during the last quarter of the 20th century. The social implications of the persistent educational 'gap' between Blacks and Whites are substantial. Black people's experience with poor school achievement and equally poor access to postsecondary education reduces their probability for achieving competitive economic and social rewards and are inconsistent with repeated evidence that Black people articulate high aspirations for their own educational and social mobility. Despite the social needs that press us towards making better sense of 'the gap,' we are, nevertheless, limited in our understanding of how race operates to affect Black students' educational experiences and outcomes. In Beyond Acting White we contend with one of the most oft cited explanations for Black underachievement; the notion that Blacks are culturally opposed to 'acting White' and, therefore, culturally opposed to succeeding in school. Our book uses the 'acting White' hypothesis as the point of departure in order to explore and evaluate how and under what conditions Black culture and identity are implicated in our understanding of why Black students continue to lag behind their White peers in educational achievement and attainment. Beyond Acting White provides a response to the growing call that we more precisely situate how race, its representations, intersectionalities, and context specific contingencies help us make better sense of the Black-White achievement gap.
Download or read book Closing the African American Achievement Gap in Higher Education written by Alfred P. Rovai and published by . This book was released on 2007-07-20 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely volume brings together a roster of experienced educators and researchers to address the African American achievement gap in higher education. The text provides an overview of recent research on the learning characteristics of African American university students and uses those findings to identify major issues and to foster new and productive inquiry and educational activities. Encompassing both traditional and virtual classrooms, the authors provide research-based strategies that higher-education faculty can use to design courses, pedagogy, and assessments that reach out to all learners in a fair and equitable manner. To help universities close the achievement gap, this book: Describes how African American, hip-hop, and school cultures influence learning and achievement. Identifies racial challenges and offers practical strategies for creating and teaching culturally responsive traditional and online courses. Includes sample lessons and assessment resources that implement many of the strategies described in the book.
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 Navigating Through Academia written by Shanell Latrice Brumfield and published by . This book was released on 2010 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Influence of Teacher Expectations on Black and White Students Academic Achievement written by Syprose A. Owaja and published by . This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the influence of teacher expectations based on student's and teacher's race on academic achievement of white versus black students using data from the National Educational Longitudinal Study. Modeling of interaction terms in level-1 resulted in six separate models (two for reading, and four for math). A two-level hierarchical linear modeling with students at level-1 and schools at level-2 was used in each model with application of a three-step modeling procedure in each analysis. The results of the study were consistent with previous research that black students had lower achievement, and also elicited lower teacher expectations regarding achievement than white students in all six models. The study results also suggested significant association between student's and teacher's race, and teacher's expectations as it relates to the achievement gap between white versus black students in the four math models. Both white and black teachers had higher expectations of white students than black students. The association between school type and student's achievement showed mixed results. Public schools had lower achievement than private and Catholic schools in one reading and one math model, and higher achievement than private and Catholic schools in one math model.
Download or read book Mathematics Success and Failure Among African American Youth written by Danny Bernard Martin and published by Routledge. This book was released on 2000-01-01 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and biased curricula. But what can explain disproportionately poor performance and persistence of African-American students who clearly possess the ability to do well, who come from varied family and socioeconomic backgrounds, who are taught by caring and concerned teachers, and who learn mathematics in the context of a reform-oriented mathematics curriculum? And, why do some African-American students succeed in mathematics when underachievement is the norm among their fellow students? Danny Martin addresses these questions in Mathematics Success and Failure Among African-American Youth, the results of a year-long ethnographic and observational study of African-American students and their parents and teachers. Mathematics Success and Failure Among African-American Youth goes beyond the conventional explanations of ability, socioeconomic status, differential treatment, and biased curricula to consider the effects of history, community, and peers--and the individual agency that allows some students to succeed despite these influences. Martin's analysis suggests that prior studies of mathematics achievement and persistence among African Americans have failed to link sociohistorical, community, school, and intrapersonal forces in sufficiently meaningful ways, and that they suffer from theoretical and methodological limitations that hinder the ability of mathematics educators to reverse the negative achievement and persistence trends that continue to afflict African-American students. The analyses and findings offered in Martin's book lead to exciting implications for future research and intervention efforts concerning African-American students--and other students for whom history and context play an important role. This book will be useful and informative to many groups: mathematics education researchers, education researchers interested in the social context of learning and teaching, policymakers, preservice and in-service teachers, students, parents, and community advocates. It will also be of interest to readers concerned with multicultural education, cross-cultural studies of mathematics learning, sociology of education, Black Studies, and issues of underrepresentation in science and mathematics.
Download or read book What Do You Expect from this School written by Elizabeth Mukiibi and published by . This book was released on 2004 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Racial Mistrust Perceptions of Discrimination and Academic Achievement Among African American Children written by Yamanda Fay Wright and published by . This book was released on 2014 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: New evidence suggests that African American children's mistrust of European American teachers plays a role in sustaining racial achievement gaps. However, racial mistrust may also play a protective role for stigmatized children by facilitating perceptions of discrimination in the event that they encounter racially biased feedback. The present study investigated the relations among African American children's racial mistrust, perceptions of discrimination, and academic achievement. Participants included 67 elementary school-age children (ages 6-11 years) who completed two lab sessions assessing their mistrust of European American teachers, attributions to discrimination during a mock drawing contest designed to appear racially biased, and semester grades. I predicted that racial mistrust (1) is present among many African American children at the beginning of formal education, (2) predicts perceptions of discrimination, and (3) shows a quadratic relationship to African American children's academic achievement, such that extreme (very high and very low) levels are associated with negative academic outcomes, whereas moderate levels are associated with positive academic outcomes. Contrary to expectations, results showed that African American children expect European American teachers to be biased in favor of African Americans. Specifically, African American children expect European American teachers to show more warmth than punitiveness across their interactions with African American and European American students, but they expect the warm-punitive differential to be even more pronounced with African American students. In addition, young African American children appear highly unlikely to attribute negative feedback from European American teachers to racial discrimination, even when such a bias appears likely. Finally, neither the expectation of racial bias nor perceptions of racial discrimination predicted African American children's academic outcomes in this study. The implications and limitations of these findings are discussed in the concluding chapter.
Download or read book Performance Expectations are Not a Necessary Mediator of Stereotype Threat in African American Verbal Test Performance written by Joseph Lamont Brown and published by . This book was released on 2000 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book RACE CULTURE AND ACADEMIC ACHIEVEMENT written by Ngozi Jendayi Kamau and published by . This book was released on 2011 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study highlights the salience of race, cultural match between student and teacher, students' cultural conformity and perceptions of opportunity, and teachers' pedagogical perspectives in students' academic achievement, with particular attention to the perpetual achievement gap between African American and European American students. This analysis of a multi-ethnic group of 308 high school students and 23 teachers examines the inter-relatedness of students' and teachers' cultural values, view, and practices and school-based environmental factors that are often absent or dichotomized in explorations of academic achievement across racial/cultural groups. Mann-Whitney U Test and Kruskal-Wallis Test results revealed statistically significantly higher achievement scores among (1) students who shared the same race/ethnicity or shared the same race/ethnicity and culture with their teachers; (2) students who reported cultural perspectives consistent with mainstream cultural views and experiences regarding race, social issues, school-related coping strategies, and school opportunity; and (3) students whose teachers reported pluralistic and multicultural/pluralistic pedagogical styles when compared to their peers. Exploratory analyses of variance supported multiple regression analyses which found each variable to explain from 15% to 23% of the variance in students' academic achievement. This African-centered investigation places the interests of African Americans central to its exploration. It posits the cultural heritage and social-political experiences of its subjects as the driving force of inquiry into the continual lack of "equal" opportunity for and "equal" legitimacy of African American people and culture in public education in America. Therefore, this study is informed by a comprehensive review of the history, culture, and social politics within which America's academic achievement levels and gaps are inextricably rooted. Given the pervasiveness of socially-reconstructed inequality through institutions in America, the roles of race, culture, and cultural conformity are analyzed in a "successful," multi-ethnic high school in the southwest. This analysis helps determine whether dynamics that involve culture and cultural conformity are active in America's classrooms and how they impact students' achievement. It is hoped that this clarification of racial and cultural dynamics within educational institutions will spur stakeholders' motivations and inform policies and strategies to provide equitable educational opportunities for African American students and to improve all students' academic achievement.
