Download or read book Evaluating Educational Supports from an African American High School Student Perspective written by Matthew T. Fallon and published by . This book was released on 2010 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this exploratory study was to build on research concerning African American student achievement. Despite theory/knowledge most often considering achievement itself, this study addressed a gap between such theory/knowledge amd the high school student perspective concerning academic interventions and supports directed toward African American youth. As such, this study addresses three questions: 1) Do male and female students differ in their evaluation of academic supports? 2) Does grade level impact which supports students idenitfy as effective? 3) Do students, identified as gifted, differ in their evaluation of supports from their peers? One hundred and ninety-four purposely selected African American high school students from one large comprehensive high school completed a confidential online survey. Using a Likert scale, they rated the degree to which various academic supports have been effective or helpful to their school success, ranging from "not at all" to completely." Applying descriptive,hypothesis and post hoc testing procedures, the data was analyzed overall and by sub-group of gender, grade level, and identification as gifted. Despite limited differences in grouping by gender and gifted identification, the student perspective was consistent overall concerning ratings of the academic supports available to them, such as the value provided by extracurricular opportunites, access to technology, and teachers who take a personal interest. The Freshman group most often differed with their peers e.g. in valuing "Teachers who are interested in you as a person," F(3,189)=5.54 p.
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 Creating Successful Learning Environments for African American Learners With Exceptionalities written by Festus E. Obiakor and published by Corwin. This book was released on 2002-06-18 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comments : race, class, gender, and exceptionality of African American learners/ Edgar G. Epps.
Download or read book Measuring Up written by Arie L. Nettles and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: Measuring Up revisits vital issues of equity and assessment through the research efforts and insights of many of the nation's most prominent educators and assessment experts. As its most urgent purpose, the publication aims to sensitize readers to the unfairness and inappropriate uses of testing instruments which under optimal circumstances have the potential to benefit all students. With America fervently espousing both national and state testing, the differential performance by race and social class raises the specter of tests as barriers to life milestones such as promotion, graduation, and college admissions. In response to such punitive testing, the papers included here explore a host of models and practices that are currently being piloted both in America and abroad as educators grapple with the effects the assessment is having on minority and disadvantaged students and school systems. In the process, outcomes of innovative portfolio and authentic assessments are weighed against important standards and principles of validity and consequences. As the various authors probe the gap between African-American and White test scores, they raise important questions of resources, family background and educational opportunity. Beyond their value of their recommendations to educators, their papers help to identify causes of pupil deficiencies in ways that can be addressed by policymakers. To reinforce the emphasis on equity, several authors present a definitive defense of affirmative action as a critical counter-measure to the lack of fairness in school quality, family and social supports, and educational resources.
Download or read book Linking Health and Education for African American Students Success written by Nadine M. Finigan-Carr and published by CRC Press. This book was released on 2017-03-16 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: The linkages between a student’s health and a student’s ability to learn have been well established. Children who are sick stay home; and, children at home cannot learn if they are not in school leading to increased dropout rates among other educational outcomes. However, an understanding of this concept is just the beginning of understanding how education and public health are inextricably linked. In light of this, Linking Health and Education for African American Students’ Success examines health disparities and education inequities simultaneously and moves beyond a basic understanding of health and education in K-12 school programs. The structural inequalities which lead to reduced academic attainment mirror the social determinants of health. Education is one of the most powerful determinants of health, and disparities in educational achievement as a result of structural inequalities closely track disparities in health. These disparities lead to both sub-standard healthcare and reduced academic attainment among children from underserved minorities in the United States, especially African Americans. This book discusses how this may result in children with poorer mental health outcomes; higher school dropout rates; increased risks of arrests and incarceration; higher rates of chronic diseases and mortality; and overall diminished opportunities for success, while providing suggestions as to how to address these issues. This results in an insightful read for researchers, academics and practitioners in the fields of healthcare and education.
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 Educating At risk Students written by Sam Stringfield and published by University of Chicago Press. This book was released on 2002 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on both the background causes that place students "at risk" and specific strategies that have been shown to help address students' academic risk. Various chapters cover such key topics as the extent and consequences of risk in U.S. education, resiliency among at-risk students, the effectiveness of various interventions at reducing risk, and systemic supports for overcoming educational risk. Issues in the educating of African American, Hispanic, and second-language learning students are each discussed, as well as Title I, technology education, and professional development in high poverty contexts.
Download or read book Closing the Black White Achievement Gap in High School written by Meryle Weinstein and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this paper, we review policy levers that could potentially help close the achievement gap between African-American and white high school students, and draw on the literature to glean recommendations for superintendents, principals and education policy makers. We address, in turn: Policies to recruit and train teachers; policies to improve attendance, discipline and relationships among students and adults; policies to provide additional services to students; policies to increase the types of schools available to African-American teens; policies to engage parents and communities; and policies to effectively use data. In the end, students of all races benefit from good educational practices, adequate resources and strong support. Policies and interventions to improve the performance of African-American students will overlap significantly with those that would improve the performance of students of other races.
Download or read book Yes We Can written by Leanne L. Howell and published by IAP. This book was released on 2011-12-01 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: Yes We Can: Improving Urban Schools through Innovative Educational Reform is a empirically-based book on urban education reform to not only proclaim that hope is alive for urban schools, but to also produce a body of literature that examines current practices and then offer practical implications for all involved in this arduous task. This book is filled with real-world strategies to implement in your quest to inspire and bring about reform. Additionally, we hope that you garner hope from the school personnel, school campuses, and school resources used as examples within the body of this work. We offer this book to all stakeholders who find themselves associated with urban schools: teachers, administrators, parents and even students. Consider this book an empirically based roadmap as you consider being a part of this transformation. We hope that it not only inspire you to adopt the“Yes We Can” spirit, but also empower you to be the beacon of light for urban students whose very future relies on people like you to keep the torch alive.
Download or read book African Americans and College Choice written by Kassie Freeman and published by State University of New York Press. This book was released on 2012-02-01 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Acknowledging the disparity between the number of African American high school students who aspire toward higher education and the number who actually attend, this book uncovers factors that influence African American students' decisions regarding college. Kassie Freeman brings new insights to the current body of research on African Americans and higher education by examining the impact that family, school, community, and home have in the decision-making process. She explores specific factors that contribute to a student's predisposition toward higher education, including gender, economics, and high school curriculum, and seeks to bridge the gap in understanding why aspiration does not immediately translate into participation. Educators and policy makers interested in increasing African American students' participation in higher education will benefit from the exploration of this paradox.
Download or read book Improving Schools for African American Students written by Sheryl Denbo and published by Charles C. Thomas Publisher. This book was released on 2002 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: The articles in this anthology were selected to provide concerned education leaders with a better understanding of how they can support high levels of academic achievement and social development for African American children and youth.
Download or read book Teacher and Student Perspectives of Factors Affecting the School Performance of African American Students at Suburbia High School written by Stacey M. Falconer-Medlin and published by . This book was released on 2014 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brief Literature Review: A review of related literature identified several factors that affect the academic success of African American students in public high schools. These factors include socioeconomic status, parent support and involvement, attendance, participation in structured extracurricular activities, student engagement, teacher bias and expectations, systemic or institutionalized racism, and disproportionality in school exclusionary discipline practices. Of these identified factors affecting student achievement, socioeconomic status appears to have the greatest influence. Statement of Purpose: The purpose of this research is to explore reasons for the decreasing academic achievement of African American students in Suburbia High School in Northern California. Research will address staff and student perspectives for the decrease in achievement and seek to identify factors that can directly or indirectly be addressed by school leadership to promote more positive educational outcomes for African American students. Methodology: The researcher used a mixed-methods research design and collected both qualitative and quantitative data to answer research questions. Data were collected from staff members at Suburbia High School through an online survey and from student participants through individual interviews. The survey inquired about staff members' personal opinions of the decline in African American student test scores on state achievement tests and the disproportionate number of African American students receiving disciplinary suspensions. The student interview protocol focused on the student's opinions of the school, staff, curriculum, and policies, as well as their own personal habits during and after school hours. Conclusions and Recommendations: Results of this study supported past research that socioeconomic status was a significant predictor of the academic achievement of students. Additionally, the researcher found evidence of low teacher expectations and bias within Suburbia High School that resulted in inequitable outcomes for its African American student population. Based on these findings, it is the recommendation of the researcher that teachers and school leaders at Suburbia High School adopt a school-wide behavioral intervention and supports program, provide more varied academic interventions and support programs for impoverished students, and implement professional development opportunities for staff to address racial bias' that are resulting in lower expectations for African American students at Suburbia High School.
Download or read book Black Students written by Gordon L. Berry and published by Corwin. This book was released on 1989-11 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why are so many Black students prematurely leaving school? What factors can be attributed toward academic achievement of Black students? Should teachers be less concerned with curriculum content and more sensitive to the social and psychological needs during child development? The authors argue that academic achievement for Black students is influenced not only by circumstances found in the individual or family and school settings, but by a whole host of factors. Social and economic environments, the development of the self-concept, peer pressure, personal attributes such as resources, skills and motivation--these are a few of the many factors contributing towards a person's ability to achieve academically. Black Students brings together current research to address these factors from a variety of perspectives and covers the full educational cycle from kindergarten through the college years. The majority of past research on academic achievement of Black students has placed blame on the individual or credited failure toward an incapability to succeed. Berry and Asamen's mission is to shift away from this narrow perspective and to look more holistically at the issues. In addition the book provides some specific programmatic directions for enhancing the academic experiences of Black students. "The editors conceptualized and produced an important, informative, issue-oriented book with contributions by prestigious, involved scholars in education, the social sciences, and mental health. . . . Recommendations for policy and programmatic changes are included, along with directions for future research." --Choice "All in all, this book was well conceived and succeeds in its high ideals of offering a useful, womanlike contribution to the riddle of the causes of under achievement of black Americans and ultimately of all black people of the diaspora; intuitively understood by all who know anything of the history of their experience, but yet to be coherently deciphered." --Education Today "Informative and thought provoking. Berry and Asamen make the reader painfully aware of the many casualties and losses of black youth, particularly low income black youth within today's educational system. . . . [It] explores the societal factors that inhibit or can enhance the academic achievement of low income black students. Black Students affirmed some of my own beliefs and provided new information." --Association for Women in Psychology Newsletter "A book written by people who obviously care about Black education. Moreover, it is difficult to take exception to Berry's conclusion that Blacks need an educational system which offers equity and excellence." --British Educational Research Journal.
Download or read book Black Adolescents written by Reginald Lanier Jones and published by . This book was released on 1989 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this book is to present an overview of the contemporary Black adolescent from social, psychological, economic, educational, medical, historical, and comparative perspectives. Most chapter emphasize how race, socioeconomic status, and environmental factors affect this period of development. Topics discussed include education, unemployment, crime, drug use, and pregnancy as well as other related topics.
Download or read book Transformative Ethnic Studies in Schools written by Christine E. Sleeter and published by Multicultural Education. This book was released on 2020 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'"--
Download or read book The Achievement Gap from the Student s Perspective written by Jennifer L. Hipp and published by . This book was released on 2012 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: African American students disproportionately perform poorly compared to their peers academically. This research project reviews previous findings for causes of the achievement gap. Race, Socioeconomic Status, Family and High Quality Teaching/Schools were the recurrent themes in the existing research. A qualitative research method was used to discern the barriers to graduating high school on time from the student's perspective. Semi structured qualitative interviews were used to conduct research about why students did not graduate high school. The sample for this study included seven adult male participants who did not graduate high school. Overall, the research showed that participants agreed with previous literature. Participants generally did not think that their parents or school supported their education. The majority of participants also thought that their family's income impacted their learning negatively. The implications of this project invite continued research on why being mobile and poor impact education negatively. Further research also needs to be conducted to identify what students and families affected by the achievement gap identify as areas that need improvement and how it has affected them. Implications for education are to offer a culturally sensitive curriculum to students and provide individualized instruction to students identified as struggling.
Download or read book Assessment of Social Support and Peer Influence as Factors Contributing to High School Completion Among African American Males written by Kristen Shauntelle Guillory and published by ProQuest. This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The study employed a non-experimental survey design to assess social support, spiritual beliefs and peer influence as contributing factors to high school completion among 203 African American males between 18 and 24 years old. A review of empirical and theoretical literature is presented. The participants completed a paper and pencil or online self report survey comprised of demographics, past psychosocial factors, the friends measure of the Texas Christian University/Prevention Management and Evaluation System scales on family, friends, and self (TCU/PMES), and the Young Adult Social Support Index (YA-SSI). Descriptives revealed that students residing in "run down" communities and attending run down school are more likely to dropout of school. T-tests were used to evaluate the differences between participants who completed high school and participants who did not. A step-wise logistic regression model was used to determine which variables remained significant while controlling for certain psychosocial factors. Of the social support networks, social support from teachers, counselors, and administrators followed by spiritual beliefs were the most significant predictors of high school completion. The single best predictor of high school completion among the participants was peer influence. Based on these finding, implications for social work practice, policy and future research are presented.
