Download or read book The Relationship Between Cultural Identity and Academic Achievement of Arab American Students in Reading Mathematics and Language in a Suburban Middle and High School written by Luay Shalabi and published by . This book was released on 2001 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Arabic Language Literacy and Academic Achievement of Arab American Middle School Students in English Reading Language and Mathematics in a Suburban Public Middle School written by Hassan M. Dakroub and published by . This book was released on 2002 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-11 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Arab American Experience in the United States and Canada written by Michael W. Suleiman and published by . This book was released on 2006 with total page 632 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Academic Achievement and Attitudes of Arab American Immigrants written by Nour Fakhoury and published by . This book was released on 2012 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is no single predictor of economic success in modern America more than one's education level. There has been much empirical research examining immigrant students and academic achievement, in order to provide the necessary support to increase the likelihood of academic success. However, there has been little research to investigate the case of Arab-American immigrants. The influx of immigrants from Arab countries that have recently experienced much instability due to war and conflict, and the increased negative visibility of Arabs post-September 11, make it vital to examine the experiences of Arab immigrant students and how their experiences affect their academic achievement. This qualitative study consisted of 17 participants, ages 17-28, from the Detroit and Chicago metropolitan areas. One-on-one, face-to-face interviews lasting 20-45 minutes were conducted. Interviews were audio recorded, transcribed, and analyzed in order to find recurring themes. Experiences with respect to discrimination and marginalization, parental involvement, and experiences in country of origin and their effects on academic achievement were examined. Results suggest that although discrimination and marginalization were often experienced, these did not affect students' academic achievement. In fact, the findings suggest that it may have pushed the students to work harder at learning the language to ensure faster integration into mainstream culture. In addition, the challenges that parents may face vis--̉vis parental involvement, in particular, the financial struggles, may affect the students' academic achievement. Finally, advanced math and science curriculum that the immigrant students had been exposed to in their countries of origin may indeed play a major role in boosting the student's academic confidence and academic achievement in the U.S.
Download or read book Arab American Youth written by Rhonda Tabbah and published by Springer Nature. This book was released on 2021-03-27 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the implications of discrimination in Arab American youth with a focus on K-12 school systems. It begins with an introduction to Arab American youth and their experiences in the education system. The book follows with an overview regarding historical contributions of discrimination and the history of discrimination against Arabs in America, including the education system. It then presents relevant theoretical perspectives regarding discrimination and developmental processes. The book examines research specific to Arab American youth, identifies research limitations, and provides strategies on how to strengthen methodological approaches to better inform research, practice, and policy. It concludes by offering strategies for improving educational practice and policy and recommendations for interventions designed to enhance developmental health of Arab American youth in schools. Key areas of coverage include: Arab American youth, development, and discrimination in America. Discrimination in the K-12 educational system. Self-concept, ethnic identity, well-being and discrimination among Arab American youth. Arab American Youth is an essential resource for practitioners, researchers, educators, and related professionals as well as graduate students in school psychology, educational psychology, education, and related disciplines. ______________________________________________________________________ Dr. Tabbah has written a book that is well overdue ... she provides a blueprint for moving forward in education as well as in policy development that can be transformative for Arab-American youth. Antoinette Miranda, Professor of School Psychology, The Ohio State University This book is a valuable contribution given the nascent literature on the experiences of Arab youth and the significant impact of discrimination on their schooling. Desiree Vega, Associate Professor of School Psychology, University of Arizona
Download or read book Life Beyond the Cemetery written by LaVarr Dixon and published by . This book was released on 2015 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to investigate the mathematical identity and achievement of one cohort of underrepresented male youth who participated in a pilot school intervention program in an urban middle school. Using counternarratives and a case study method, the experiences of four traditionally underserved high school students were investigated to explore their emerging mathematical identities. Results revealed the intervention program had very limited effect on the participants' mathematical identity. As engagement is prerequisite to student achievement, this study sought to understand what environmental factors (family, peers, teachers, self) affect student engagement and their developing mathematical identities. To explore the environmental factors, the Research Assessment Package for Schools (Institute for Research Reform in Education, 1998) was used to establish levels of engagement among family, peers, teachers, and self. Results indicated among the four environmental factors, family was most influential in their mathematical identity. Peers ranked second in terms of influence, self-engagement ranked third and teacher engagement ranked in the fourth position. To understand the impacts of race and culture on mathematical identity, the Multidimensional Inventory of Black Identity was administered to explore levels of race (cultural) centrality, and regard (public and private) as well as explore their identities as being members of their respective groups. A cross case analysis was conducted on the four participants to determine the impacts of race (cultural) centrality and regard (public and private) on their mathematical identity. Results revealed each member had a high race (cultural) centrality score and a high private regard score and a moderate public iii regard score. Participants were aware of stereotype and stereotype threat; however, it did not appear to affect mathematical identity. This model integrates racial and/or cultural identity and the engagement of family, peers, teachers and self to better understand the conditions that contribute to the mathematical identity of traditionally underserved young men.
Download or read book Examining Gaps in Mathematics Achievement Among Racial Ethnic Groups 1972 1992 written by Mark Berends and published by Rand Corporation. This book was released on 2005-04-08 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines trends in the mathematics scores of different racial-ethnic groups over time and analyzes how changes in family, school, and schooling measures help explain changes in the test score gaps. Although there were few positive changes between schools, the within-school experiences of black and Latino students changed for the better compared with white students when measured by student self-reported academic track placement.
Download or read book THE RELATIONSHIP OF ETHNIC IDENTITY AND BICULTURAL COMPETENCE TO ACADEMIC ACHIEVEMENT AMONG URBAN AFRICAN AMERICAN ADOLESCENTS written by Robynn Pitts and published by . This book was released on 2009 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined ethnic identity and academic achievement among urban African-American adolescents and investigated how bicultural competence may be related to these variables. There is a dearth of literature in school psychology on how these variables relate to best practices for closing the achievement gap. Seventy-two students in the sixth through eighth grades from three urban parochial schools and one urban charter school participated in the study including African Americans (n=43) and students of other ethnicities (n=29). Students included in the Other category included those who self-identified as Latino, Mixed, Other, Asian American, and Native American. The sample was 65.3% female (n=47) and 34.7% male (n=25) with students who ranged in age from 11 to 15 years of age. Using a correlational design, the participants were interviewed at their schools using a brief demographics questionnaire and the Revised Multigroup Ethnic Identity Measure (MEIM). Standardized test scores for each participant and information on socioeconomic status were also examined. No significant relationships were found between ethnic identity and any other variable in African-American adolescents or adolescents from other groups. As their grade levels increased, African-American students' levels of bicultural competence increased while their math achievement decreased. Students from other ethnicities who were high in bicultural competence had higher math achievement scores. Adolescent girls from the Other ethnicities group who were higher in bicultural competence tended to achieve more highly in math. Students from other ethnicities who were high in bicultural competence were less likely to receive free or reduced-price lunch. Students from other ethnicities whose parents were born in the United States were higher in bicultural competence than students in the same group whose parents were born outside the United States. This study indicated that academic achievement among urban adolescents can be consistent with a number of combinations of ethnic identities and levels of bicultural competence. The results of the present study suggest that, in order to help close the achievement gap, school psychologists and other decision makers should take socio-cultural and socioeconomic factors such as bicultural competence into consideration when making decisions for individual students and when affecting policy at the systems level.
Download or read book The Effects of Positive School Engagement on Math and Reading Achievement in Midwestern Suburban Middle School Students written by Heather C. Phipps and published by . This book was released on 2011 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Verve and the Academic Achievement of African American and European American Middle School Students written by Torrance N. Hawkins and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine if verve had any impact on the academic achievement of African American middle school students. The three guiding questions of this research were: 1. Is there a significant difference in the verve levels between African American and European American students? 2. Is there a significant difference in verve levels of African American male and African American female students in middle school? 3. Is there a significant difference in the academic achievement of AfricanAmerican and European American students who possess high and low verve in the areas of reading and math? A 24-item questionnaire was administered to 211 middle school students todetermine if any verve levels were present, and if so, to what degree did the verve levels impact academic performance? The findings were: 1. The verve levels were different between the African American and the European American students. The African American students in this study possessed higher amounts of verve. 2. The verve levels were different between the African American males and the African American females. The African American females in this study had higher amounts of verve than the African American males. 3. There was no relationship between the higher verve levels among the African American and European American students and their academic achievement in reading and math.
Download or read book The Construction of Student Mathematical Identity and Its Relationship to Academic Achievement written by Ann Trescott and published by . This book was released on 2020 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The California university and state college systems (UC and CSU) are committed to accepting a diverse student body. Although there has been some growth in the percentage of minority students admitted each year, a low number of minority and socioeconomically disadvantaged students meet minimum entrance requirements. For example, in 2018, only 33% of socioeconomically disadvantaged African American students and 39% Hispanic/Latinx students who graduated from California public high schools met minimum UC/CSU requirements (CDE, 2019). Explanations for ineligibility include the fact that many high school students have not completed the requisite mathematics classes due in part to the inequitable practice of mathematics tracking. Students placed in lower mathematics tracks fail to receive the content they need to gain access to college preparatory math classes. Moreover, students who struggle in math often develop identities of themselves as unable to learn mathematics, beliefs that can have persistent negative effects on their academic outcomes. In this study, I examined the experiences of ninth-grade students from a majority minority low income high school placed in a lower mathematics track. Unlike their similarly academically placed peers, however, these students were enrolled in a reform-orientated course designed to prepare them to enter the college-going pathway in one academic year. I sought to understand student experiences in the reform course in terms of how their mathematics identities were being constructed in ways that might influence their academic outcomes. To understand the complexities that construct student's identity and examine that relationship to academic outcomes, a mixed method research design was employed. Results suggest that there is a relationship between academic outcomes and students' mathematical identities. This identity is a result of an inextricably interrelated network of influencing factors which include students' level of confidence in their ability to do math, their grades, teacher/student relationships, and students' fear of being wrong. Due to the interrelated nature of these factors, results suggest that even addressing one of the factors in this network could impact students' willingness to engage in class, alter their mathematical identity in positive ways, and ultimately redirect their academic pathway.
Download or read book Academic Success For African American Students written by Bobby Allen, Ed.D. and published by Lulu.com. This book was released on 2014-05-08 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-methods study of 157 disadvantaged African-American students and six teachers investigated the effectiveness of an after-school tutoring program in improving students' grades. The reading, English language arts and mathematics grades of student participants were compared using independent t-tests and analysis of variance. The grades of participants were also compared to corresponding grades of non-participants. Results showed significant benefits in all areas. The author asserts that there exists a better way to educate African-American students and assure greater academic success.
Download or read book The Impact of the Arab American Muslims Identities on Their Children s Experience of the Mainstream Schooling in the United States written by AbdulRahman FatehAllah Ali Alhawsali and published by . This book was released on 2019 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This dissertation is a collection of speculative essays (Schubert, 1991) that explore the multiplicity and intersectionality of Arab-American Muslims’ identity and its implications for their children’s experience of mainstream schooling in the United States. While most of the existing research literature has been on the multiplicity and intersectionality of Arab-American or Muslim-American’s identities, there is little on the particularity of this group’s identities. Building upon a wide array of theories related to the multiplicity and intersectionality of the Arab-American Muslim identities such as social identity theory (e.g., Tajfel, 1978a,b & 1986) and intersectionality (e.g., Crenshaw, 1991), my dissertation focuses on how the educational experience of students of the Arab-American Muslim minority group is influenced by the multiplicity of their identities (e.g., Cainkar, 2006 & 2008) including their ethnic identity (e.g., Naff, 1985; Haddad, 1994; Cainkar, 2008), cultural identity (e.g., Said, 1978; Malouf, 2000, 2012; Shaheen, 2002), religious identity (e.g., Haddad, 1997; Cainkar,1994; Said, 1997) and linguistic identity (e.g., Suleiman, 2003; 2004 & 2011). These aspects are better understood through the explanation of identity formation processes and the representations of this group. It is thus claimed that Arab-American Muslim students journey through American public schools with the understanding that their ethnic, cultural, religious and linguistic identities differ from hegemonic cultures that define and subtract their schooling experience. I attempt to offer an interpretation and personal explanation of the impact of this multiplicity of identities on the education of these minority group students. I sincerely hope that knowledge of the experience of Arab-American Muslim students will inspire educational policy makers, teachers, administrators, parents, and students to work together to create equal opportunities for all in hard times.
Download or read book The Correlation Between Ethnic Identity and Self esteem Among Arab American Muslim Adolescents written by Suha S. Mansour and published by . This book was released on 2000 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
