Download or read book The Influence of Social Status and Racial Discrimination on Students of Color s Self regulated Learning and Persistence Intentions written by Pa Her and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year thousands of students of color enter colleges and universities with the goal of completing a four-year degree. Many are faced with challenges and barriers that prevent them from being able to accomplish their goal of finishing school (Allen, 1999; Fischer, 2007). Some of these challenges are background variables like race/ethnicity or social status (Lent et al., 1994; Fouad & Brown, 2000). Other challenges are problems that students encounter on college campuses like racial discrimination (Fischer, 2007). Together, these challenges may impact student confidence in their ability to regulate their learning during college and thus impact their ability to complete school. This study takes a Social Cognitive Career Theory approach using its newest model, the Career Self-Management model, to understand the process by which background variables impact students of color's self-efficacy in their self-regulated learning and thus overall impact in their persistence intentions. As hypothesized, findings revealed that students' perceived social status related positively to self-efficacy for self-regulated learning, that increased experiences of racism related negatively to self-efficacy for self-regulated learning, and that self-efficacy for self-regulated learning related positively to student of colors' intentions to persist in college. Further, as hypothesized, self-efficacy for self-regulated learning mediated the relationship between perceived social status and persistence intentions. Lastly, SEM analyses provided support for the use of the SCCT-CSM model with students of color. Limitations of the current study are discussed. Implications and future directions for practice and research are presented.

Download or read book Surmounting All Odds Vol 1 written by Carol Camp Yeakey and published by IAP. This book was released on 2000-09-01 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: Volume 1 in the two volume set about overcoming the odds in African American Education.

Download or read book The American Dream for Students of Color written by Gretchen Givens Generett and published by Rowman & Littlefield. This book was released on 2021-03-24 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, we examine tenets of the American Dream as a merit narrative enacted in schools to better understand how beliefs about talent, hard work, and perseverance support the status quo rather than critical analysis of barriers to educational success for students of color and students from a poverty context. Using narrative methodologies, the authors explore the connections and consistencies within and between their personal narratives and the narratives of school youth and educators that work with them. Based on analysis of these shared stories, we argue for the importance of moving from individualized success stories that reify hard work and perseverance to collective, communal stories that serve to break down myths of meritocracy, critically examine inequities, and move educational advocates forward in authentic, audacious, hopeful ways.

Download or read book The Color of Mind written by Derrick Darby and published by University of Chicago Press. This book was released on 2018-01-24 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: American students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind—the idea that there are racial differences in intelligence, character, and behavior—they show how philosophers, such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W. E. B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement. While we cannot expect schools alone to solve these vexing social problems, we must demand that they address the dignitary injustices associated with how we track, discipline, and deal with special education that reinforce long-standing racist ideas. That is the only way to expel the Color of Mind from schools, close the racial achievement gap, and afford all children the dignity they deserve.

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 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 Teaching to Close the Achievement Gap for Students of Color written by Theodore S. Ransaw and published by Routledge. This book was released on 2022-04 with total page 206 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 Status Positioning and Social Competence of African American Students in Independent Schools written by Lindsay K. Jensen and published by . This book was released on 2019 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Independent schools across America have historically served affluent, White students. However, many independent schools now strive to attract more diverse student populations. One subgroup of many independent school communities is Black students. Black students who enter a traditionally White independent school environment often encounter unexpected challenges while acclimating to the independent school environment (Ohikuare, 2013). This qualitative study examined student, parent, and teacher perceptions about status positioning and social competence of Black students in three independent schools in the Southeast region. Data collected during interviews and focus groups provided insight to the perceptions of participants. This study investigated data from interviews and focus groups and analyzed common themes. Print materials from each school were examined to help identify visual and written expressions of cultural competence for Black students within the school environment. The identified themes and data from the examination of interview and focus group transcriptions and print materials were used to analyze and disseminate information about the Black student experience in their independent school placement. Data revealed seven themes in the research: a) classroom experiences (subthemes: limited representation of Blacks in the curriculum, discomfort discussing race issues in the classroom), b) value of Black peer networks, c) impact of peers on the level of success, d) importance of relationships with Black faculty (subtheme: desire for diverse networks), e) navigating two worlds, f) racial perceptions and representation (subthemes: colorblindness, myth of colorblindness, racial discrimination, pressure to excel), and g) socioeconomic challenges.

Download or read book Students of Color and the Achievement Gap written by Richard R. Valencia and published by Routledge. This book was released on 2015-03-05 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students of Color and the Achievement Gap is a comprehensive, landmark analysis of an incontrovertible racialized reality in U.S. K-12 public education---the relentless achievement gap between low-socioeconomic students of color and their economically advantaged White counterparts. Award winning author and scholar Richard Valencia provides an authoritative and systemic treatment of the achievement gap, focusing on Black and Latino/Latina students. He examines the societal and educational factors that help to create and maintain the achievement gap by drawing from critical race theory, an asset-based perspective and a systemic inequality approach. By showing how racialized opportunity structures in society and schools ultimately result in racialized patterns of academic achievement in schools, Valencia shows how the various indicators of the achievement gap are actually symptoms of the societal and school quality gaps. Following each of these concerns, Valencia provides a number of reform suggestions that can lead to systemic transformations of K-12 education. Students of Color and the Achievement Gap makes a persuasive and well documented case that school success for students of color, and the empowerment of their parents, can only be fully understood and realized when contextualized within broader political, economic, and cultural frameworks.

Download or read book Self regulated Learning and Ethnic racial Variables written by John S. Moore and published by . This book was released on 2013 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book African American Resiliency and Perceived Racial Discrimination written by Danice La-Rae Brown and published by . This book was released on 2008 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Racial discrimination continues to influence the lives of minorities, and society as a whole. Racial inequality has been linked to negative social, physical, and mental outcomes for many African Americans. As a result, researchers have begun to explore the protective power of racial socialization and other culture practices of African Americans that may aid them in overcoming adversity (i.e., resilience). The present study examined whether racial socialization moderated the relationship between racial discrimination and resiliency. Measures of racial discrimination, racial socialization, resiliency, and socially, desirable responding were administered to 304 African American adults affiliated with a large Midwestern university. Using hierarchical moderated regression, it was found that racial socialization buffered the relationship between racial discrimination and resiliency. For participants low in racial socialization messages perceived racist events were negatively related to resiliency. However, for individuals high in racial socialization messages, perceived racist events were not related to resiliency. Additionally, factor analyses were conducted on Stevenson and colleagues (2002) Teenager Experience of Racial Socialization scale to examine the validity of its factor structure with an adult population. These results are discussed in detail herein.

Download or read book Making Meaning of the Social and Environmental Influences on Education written by Rita Washington and published by . This book was released on 2011 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: African American students with learning disabilities (AASWLD) comprise a significant portion of African American students in the public schools in the United States. African Americans and students with learning disabilities are also represented in two of the lowest performing student demographic groups. Research suggests that many AASWLD attend schools in communities with low socioeconomic status. In these communities, social and environmental factors, such as unequal access to a quality education, adversely impact their schooling experience. This qualitative study used multiple cases to investigate the impact of racial and socioeconomic variables on these students' schooling experience. Six female and six male AASWLD were selected to describe their personal academic plight as they ventured toward graduating from an urban high school. This study used the lens of Critical Race Theory (CRT) to create counter stories to capture the voices of this unique group. The purpose of this study was to examine how African Americans living in communities with low socioeconomic status develop a sense of self and make meaning of their educational experience. This study found these students' educational experiences were enhanced by (a) positive parental influence, (b) supplemental instruction, and (c) personal resilience that led them to complete high school. These elements all contributed to their passionate view of the significance of education in their lives.

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 Racial Discrimination Academic Self Efficacy Self Concept and Students Academic Success written by Kathryn Anne Spuur and published by . This book was released on 2012 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this project was to examine the degree to which there is a relationship between racial discrimination and academic self- efficacy and self concept as they relate to student academic success. Through purposive sampling the researcher surveyed 171 current undergraduate and graduate students at California State University, Sacramento. The questionnaire included subscales for racial discrimination, and academic self efficacy and self concept based on a 5 point Likert-type scale. The data was analyzed using PASW to run descriptive and inferential statistics. Results showed that students of color significantly experience more racial discrimination than White students, t(159)= 5.84, p .05. A significant difference in levels of academic self efficacy and self concept between White and minority students was not found, t(168) = 1.18, p.05. The researcher was interested in whether or not there was a difference in levels of academic self efficacy and self concept between ethnic groups. An independent t-test was run comparing White and African American students, and the results showed a statistically significant difference in the amount of academic self efficacy and self concept, t(78)= 2.32, p .05. The Pearson correlation coefficient was used to identify significant correlations between variables. The relationship comparing the racial discrimination section and the academic self efficacy and self concept sections did not show a significant correlation, r (164)= .12, p .05. Significant correlations of questions found between constructs showed weak correlations. Question 2, "teased in school" was significantly correlated with "bounce back after facing disappointment", r (170) = .22, p= .003; "stay optimistic in times of disappointment and success", r (170) = .20, p= .01; and "...positive view of myself", r (171) = .21, p= .01. "Bounce back after facing disappointment..." was significantly correlated with "...pushed, shoved, or hit due to race", r (170) =.21, p= .01. "Teased due to race" showed a weak to moderate significant correlation with "...consider myself to be a leader", r (171) = .31, p= .00. With this sample it does not appear that experiencing racial discrimination affected levels of academic self efficacy and self concept negatively, and may have contributed to greater levels of academic self efficacy and self concept within ethnic groups.

Download or read book Children and Race written by David Milner and published by . This book was released on 1983 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Black and Latino Adolescents Perceptions of Racial Discrimination and School Adjustment written by Aletha Marie Harven and published by . This book was released on 2014 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to explore Black and Latino adolescents' experiences with racial discrimination in school. First, a mediation model was utilized to examine the hypothesized path between teacher racial discrimination, academic goals, and school achievement - and the hypothesized path between peer racial discrimination, mental health, and school achievement. Second, moderated mediation was employed to examine the influence of parent educational advocacy on the hypothesized path between teacher racial discrimination, academic goals, and school achievement - and the influence of friendship support on the hypothesized path between peer racial discrimination, mental health, and school achievement. Structural Equation Modeling (SEM) was used to test all paths. Only mental health factors were found to mediate the relation between peer racial discrimination and school achievement for Black and Latino girls. However, moderated mediation revealed additional mediated paths that were not gender specific but were influenced by differing levels of the moderating variables. For instance, lower levels of parent educational advocacy were found to strengthen the negative impact of teacher racial discrimination on student achievement through mastery goals and performance-avoidance goals for Latino youth. Similarly, lower levels of friendship support were found to strengthen the negative impact of peer racial discrimination on student achievement through depressive symptoms for Black youth. These findings suggest that the absense of parent educational advocacy and friendship support in adverse situations can have negative psychological and academic consequences for both Black and Latino students. Implications of the findings for promoting parent educational advocacy and friendship support were discussed. Also discussed was the notion that mediation cannot always be understood alone and that differing levels of a moderator can more effectively explain a unique path.

Download or read book Impact of Race Tracking and Advanced Course Experiences on Self Esteem Identity and Access to Higher Education Among Students of Color written by Katharine A. Ware and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper contributes to existing research on race, educational experiences, access to higher education, and self-esteem. Through fifteen in-depth interviews with Oberlin students of color, I investigate the impact of tracking in high school experiences as it relates to self-esteem and identity. Additionally, I examine how these experiences, along with educational support, affect access to higher education. Three major findings emerge. First, during late elementary school/early middle school, students are assessed, grouped by presumed abilities, and placed in specific, racialized educational tracks. My participants described a train analogy in which the advanced track train leaves the station in early middle school. Once departed, there are minimal opportunities to change tracks, creating barriers to advanced high school classes, further disadvantaging students of color regarding access to higher education. Second, competing identities emerge, particularly among Black and biracial students tracked into advanced courses. An educational identity-in which students strive for academic excellence-emerges alongside a social identity rooted in cultural dissonance, isolation, and alienation during interactions with Black peers/community members with limited access to higher education. These dueling identities affect self-concept and self-esteem negatively. Third, high school type (i.e., public or private) impacts students' access to resources ranging from preparatory skills to individualized guidance counselor support. Elite colleges tend to recruit from predominantly white private high schools, thus perpetuating racialized gatekeeping practices and further disadvantaging students of color.