Download or read book The Utilization of Social Disorganization Theory to Explain the Variance in the School Performance of African American Students written by Na'im Hossein Madyun and published by . This book was released on 2006 with total page 234 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 2007 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Code of the Street Decency Violence and the Moral Life of the Inner City written by Elijah Anderson and published by W. W. Norton & Company. This book was released on 2000-09-17 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Unsparing and important. . . . An informative, clearheaded and sobering book.—Jonathan Yardley, Washington Post (1999 Critic's Choice) Inner-city black America is often stereotyped as a place of random violence, but in fact, violence in the inner city is regulated through an informal but well-known code of the street. This unwritten set of rules—based largely on an individual's ability to command respect—is a powerful and pervasive form of etiquette, governing the way in which people learn to negotiate public spaces. Elijah Anderson's incisive book delineates the code and examines it as a response to the lack of jobs that pay a living wage, to the stigma of race, to rampant drug use, to alienation and lack of hope.
Download or read book Elaborating Self control Routine Activities and Social Disorganization Theories to Explain School based Victimization written by Rebecca Malinski and published by . This book was released on 2020 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Several scholars in the field have argued for a need to integrate or elaborate criminological theory in order to move the field forward. To that end, this dissertation proposes and tests an elaboration of social disorganization theory, self-control theory, and routine activities theories, applied to the issue of school-based victimization. Specifically, each theory is applied individually to three operationalizations of school-based victimization, and a fully elaborated theory is applied as well. Akaike Information Criterion values are applied to each model to determine which theoretical approach is best for understanding school-based victimization. Each model includes cross-sectional and longitudinal multi-level methods. Results suggest that which theoretical approach is best for understanding school-based victimization is, in part, dependent upon methodological choices made, including how the dependent variable is operationalized and whether the model is run cross-sectionally or longitudinally. The dissertation concludes that theory elaboration is a viable option for moving the field forward, but that more consideration and discussion of the impact that methodological choices have on our understanding of theory is needed.
Download or read book Family and School Capital Towards a Context Theory of Students School Outcomes written by K. Marjoribanks and published by Springer Science & Business Media. This book was released on 2002-06-30 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book represents a major advance in examining the problem of how to reduce inequalities in the educational and occupational attainment of students from different socio-economic, ethnic and race group backgrounds. It integrates qualitative and quantitative research orientations and methodologies. A set of family and school measures is included that might be used by researchers and students as they examine the context theory, and by educators involved in school reform programs.
Download or read book No BS Bad Stats written by Ivory A. Toldson and published by BRILL. This book was released on 2019-04-09 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? No BS uses robust analysis, meaningful anecdotes, and powerful commentary to dispel myths and challenge conventional beliefs about educating Black children.
Download or read book Social Disorganization and Florida Public High School Academic Performance written by David Z. Kanaan and published by . This book was released on 2016 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: SEM analysis found a statistically significant and large negative association between the social disorganization factors residential mobility, single-parent households, socio-economic status and percentage of divorced or separated persons, and Florida public high school academic performance at the community-level. Also at the community-level, results showed that receiving the Five Star School award for satisfying family and community involvement criteria had a statistically significant but small positive association with Florida public high school performance when social disorganization factors were simultaneously considered. At the district or county level, multiple regression analyses found relevant negative associations between social disorganization predictors low median income and ethnic heterogeneity and school district average FCAT scores and Adequate Yearly Progress (AYP) percentages. The study results reinforce existing neighborhood deprivation and social disorganization literature and articulate the need for a community-based approach to improve high school academic performance. Finally, the research suggests prominent education policy reforms may exacerbate social disorganization in communities and proposes alternative policy implementations.
Download or read book The Puzzle of Discipline written by Bettie Ray Butler and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The intent of this study was to systematically investigate the relationship between African American disproportionality in school discipline -- which is the overrepresentation of students for exclusionary discipline practices (i.e., out-of-school suspensions and/or expulsions) - and student performance. Utilizing official disciplinary records and performance data obtained from the Colorado Department of Education and a single urban school district within the same state, a series of quantitative analyses that included correlations and logistic and multiple regressions, were conducted to determine how out-of-school suspensions and expulsions impact African American students. The premise upon which the present study is based relies heavily on the tenets of Critical Race Theory as it applies to education, which in part asserts that American schools are permeated by racism and that White privilege is used to preserve school inequities through the use of stratification. Given this, it is argued that out-of-school suspensions and expulsions have been used, or rather misused, to perpetuate the disproportionate exclusion of African American students from the classroom for relatively minor offenses; which in some ways, can explain why this group typically suffers from poor student performance. This dissertation was guided by two separate, yet interrelated studies, which posed the following research questions where the first study asks; What factors are important in predicting the likelihood of being suspended and/or expelled from school? and Are suspensions and race correlated? Here, the interest is in exploring the influence of race, class, gender and other possible demographic characteristics, such as school level and behavior role, on exclusionary discipline practices. The second study asks; How does the overrepresentation of African American students for exclusionary sanctions impact student performance? The interest, here, is in identifying the relationship between school suspensions and/or expulsions and its impact on the dropout rate, graduation rate, and performance on high stakes tests. This dissertation study produces two findings that are not only unprecedented; they are cutting-edge and provocative. First, female and elementary students were found to be more likely to face suspension and/or expulsion in comparison to male and secondary students, respectively. Second, by increasing the number of suspended and expelled African American students, school districts improved their overall student performance on high stakes tests. With the contribution of these findings, a paradigmic shift in research and discourse on disproportionality in school discipline is both fitting and warranted.
Download or read book Factors in African American Social Work Student Persistence written by Jacqualyn F. Green and published by . This book was released on 1999 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt: Population estimations for the year 2000 indicate an increase in poor and minorities in the United States (Loden & Rosener, 1991). In view of this growth trend, Berger (1989) suggests a need for social workers with sensitivity to such populations. The presence of minority perspectives provides a valuable contribution to service delivery (Mullen et al., 1993). Efforts to enhance student persistence in graduate schools of social work will contribute to the pool of social workers available in the next century. The purpose of this study is to determine the factors that contribute to African American student persistence in graduate schools of social work. This study applies aspects of Astin's, Tinto's and Green's theories of persistence. Astin's theory of involvement (1975) considers student investment of time in educational pursuits. Tinto's (1975) theory of departure includes background, social and academic aspects in persistence decisions. Green's (1997) theory focuses on the ability of the student to cope with racial issues (racial resilience) and the racial climate of the school (racial responsiveness). One hundred and thirty-five students from two predominantly white and two historically black universities participated in surveys administered to determine the effect of involvement, background, academic, social, resilience factors, and college type upon student persistence outcomes. Interviews held with administrative personnel at each institution provided contextual data. Correlations were used to examine the relationships among all of the variables in the study. T-Tests were conducted to compare outcomes due to university type. Multiple regressions were used to explore the relationships between significant independent variables and persistence. The findings of this study indicate that persistence outcomes of African American graduate social work students are influenced by: (a) academic performance, faculty-student relationships, (c) health, (d) the ability to deal with stress, and (e) ethnic pride (impressions of ethnic group). These findings suggest that social work programs that incorporate aggressive grade monitoring practices, provide diverse opportunities for student-faculty interaction, offer opportunities for health care, stress alternatives, and a culturally relevant curriculum, may positively influence African American student persistence.
Download or read book Community Social Disorganization Theory Applied to Adolescent Academic Achievement written by Spencer Ross Baker and published by . This book was released on 2000 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 A Study of Resiliency in African American Middle School Boys written by Andrea Celico and published by . This book was released on 2008 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: While our nation claims that we provide "equal learning opportunities" for all, the Black-White achievement gap still exists. This leads to a variety of political, economic, and social ramifications for our students. With this said, seldom are studies conducted that disprove the countless theories that explain why African-American students are at-risk for academic success. As an attempt to determine environmental factors that contribute to the achievement gap between African-American and Caucasian students, it is important to gain a greater understanding of how academically successful African-American students have managed to translate their struggles and experiences of oppression into academic success (Griffin & Allen, 2006). Resiliency and risk have been studied for more than 40 years. Many African-American students succeed in school despite living in single-parent, impoverished families. Some African-American students from this background successfully emerge from high risk environments, coping and overcoming dire circumstances (Floyd, 1997). Children living in single-parent families (particularly those mother-headed) are at a greater risk for negative outcomes than those in two-headed families (Brody & Murry, 1999). In this study, the experiences of 13 academically successful sixth through eighth grade African-American boys living in single parent, impoverished homes in an urban school district in the Midwest were explored. Through demographic questionnaires and semi-structured interviews, the self-reported factors as contributing to the students' academic success were identified. Th e answers to the following research question were explored: What experiences (at home, in their peer community, and at school) do academically successful African-American middle-school boys living in single parent, impoverished homes report as contributing to their academic success? In this qualitative study, the students reported a number of factors as contributing to their academic success. Grounded theory and the constant comparison methodology were used to obtain the findings and identify domains. They included: strategies for success, future orientation, motivating factors, homework, access to resources at home and in the community, and relationship with mother. In formation from this study can be used to help educators analyze and examine current educational practices that are in place and re-think ways to meet the emotional and environmental needs of the students they serve.
Download or read book Decoding Discipline written by Katie E. Lyell Fallo and published by . This book was released on 2019 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American students continue to be suspended at rates disproportionate to same aged peers. Exclusionary practices in America's public schools lead to a decrease in a positive school climate, an increase in suspension rates, an increase in drop-out rates, and an increase in interactions with juvenile and criminal justice systems. Supported by decades of research, entities from the American Academy of Pediatrics (2003) to the United States Department of Education (DOE) Office of Civil Rights (2014) have called for a reduction in overall suspensions and expulsions, and an eradication of the discipline gap between African American students and Caucasian students. Thus far, schools have struggled to implement programs and interventions to successfully reduce the discipline gap. Restorative Justice (RJ) or Restorative Practices (RP) have been utilized, with success, in Native American cultures, in countries such as Australia and New Zealand, and in juvenile and criminal justice systems. Within K-12 public schools, the use of RJ and its impact is beginning to be examined for efficacy. The purpose of this study is to use statistical analysis to determine the impact of RJ on a large urban district by studying discipline gap data for the four years prior to implementation and four years after implementation. This is the first known study of the impact of RJ in the San Francisco United School District (SFUSD). Results of the study indicate that the implementation of RJ in the SFUSD resulted in a significant decrease in expulsions, but not in suspensions. Current data confirms that a discipline gap between African American students and Caucasian students is still prevalent. A surprising result of the study, when compared to other recent research in the area, is the indication that RJ in the SFUSD had the greatest positive correlation with the reduction of exclusionary practices at the middle school level. A final look at the demographics of both the SFUSD certificated staff and the SFUSD students provides evidence that the Representative Bureaucracy Theory may be a reasonable way in which to interpret the discipline gap between African American students and Caucasian students.
Download or read book School level Predictors of Student Office Disciplinary Referrals written by Andrew Martinez and published by . This book was released on 2013 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student misbehavior has become a problem gaining much warranted national attention. To monitor student behavior problems schools are increasingly relying on student office disciplinary referral (ODR) data to identify and monitor students who may be at-risk for future behavioral problems. While research has examined individual-level predictors of student disciplinary referrals, few studies have examined multilevel models, which take into account the nested nature of these data (e.g., students within schools). The current study draws upon Social Disorganization Theory to guide an investigation of student office disciplinary referrals. This study examines office disciplinary referrals among 1,501 students across 13 schools in a high-poverty urban school district. Multilevel modeling strategies are used to examine the extent to which school-level variables (Student Mobility, Student-teacher Ratio, Student-teacher Relations, and Communication of Behavioral Expectations) predict students with chronic levels of disciplinary referrals (i.e., six or more ODRs). Results reveal that school-level characteristics moderate associations between individual-level predictors and student ODRs and provide support for Social Disorganization Theory as well as Person-Environment Fit Theory as guiding frameworks to examine student disciplinary referrals. Future research should continue to use these modeling strategies and investigate pathways leading to these disciplinary events. Implications for research and practice are discussed.
Download or read book Social Support School Engagement and Academic Achievement in a Sample of African American Male High School Students written by Mark P. Eades and published by . This book was released on 2014 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Research has consistently shown that African American male students have lower grade point averages (GPAs) (McGuire, 2005), lower standardized test scores (Sims, 2012), lower class level placement (Noguera, 2005), have higher dropout rates (Schott Foundation for Public Education, 2010), and lower college graduation rates (Harper, 2012) on average compared to White students in particular. School engagement, or, how a student behaves in school (behavioral engagement), feels about school (emotional engagement), and thinks about school (cognitive engagement) (Fredericks et al., 2004), has been shown to have a significant impact on student outcomes. Decreased dropout rates (Finn & Rock, 1997), higher grades (Caraway, Tucker, Reinke, & Hall, 2003; Wang & Holcombe, 2010), and lower problem behaviors (Finn et al., 1995; Eccles & Barber, 1999) have all been linked to increased school engagement. When students perceive that their teachers, parents, and peers are supportive of them, school engagement increases (Garcia-Reed, Reed, & Peterson, 2005), grades increase (Rosenfeld, Richmond, & Bowen, 2000), as well as a host of other positive school related outcomes (Demaray & Malecki, 2002). However, connections between social support, school engagement, and student outcomes in African American male high school students are non-existent./DISS_para DISS_para The current study fills the identified gaps by uncovering how social support and school engagement relate to African American male high school students' grades. Additionally, this research project examines if behavioral, emotional, and/or cognitive school engagement mediates the significant pathways from parent, teacher, and peer support to grades. Multiple regression analyses indicated that student GPA increases when students report increased behavioral engagement and GPA decreases when students report increased peer support. Additionally, when students report increased teacher support, emotional school engagement and behavioral school engagement are also likely to increase. Implications for the results of the current study and future directions are discussed."--Abstract from author supplied metadata.
Download or read book The Troubled Crusade written by Diane Ravitch and published by Basic Books. This book was released on 1985-03-11 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: This widely praised history of the controversies that have beset American schools and universities since World War II is essential reading for anyone who wants to understand the condition of American education today.
Download or read book Juvenile Crime Juvenile Justice written by Institute of Medicine and published by National Academies Press. This book was released on 2001-06-05 with total page 405 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even though youth crime rates have fallen since the mid-1990s, public fear and political rhetoric over the issue have heightened. The Columbine shootings and other sensational incidents add to the furor. Often overlooked are the underlying problems of child poverty, social disadvantage, and the pitfalls inherent to adolescent decisionmaking that contribute to youth crime. From a policy standpoint, adolescent offenders are caught in the crossfire between nurturance of youth and punishment of criminals, between rehabilitation and "get tough" pronouncements. In the midst of this emotional debate, the National Research Council's Panel on Juvenile Crime steps forward with an authoritative review of the best available data and analysis. Juvenile Crime, Juvenile Justice presents recommendations for addressing the many aspects of America's youth crime problem. This timely release discusses patterns and trends in crimes by children and adolescentsâ€"trends revealed by arrest data, victim reports, and other sources; youth crime within general crime; and race and sex disparities. The book explores desistanceâ€"the probability that delinquency or criminal activities decrease with ageâ€"and evaluates different approaches to predicting future crime rates. Why do young people turn to delinquency? Juvenile Crime, Juvenile Justice presents what we know and what we urgently need to find out about contributing factors, ranging from prenatal care, differences in temperament, and family influences to the role of peer relationships, the impact of the school policies toward delinquency, and the broader influences of the neighborhood and community. Equally important, this book examines a range of solutions: Prevention and intervention efforts directed to individuals, peer groups, and families, as well as day care-, school- and community-based initiatives. Intervention within the juvenile justice system. Role of the police. Processing and detention of youth offenders. Transferring youths to the adult judicial system. Residential placement of juveniles. The book includes background on the American juvenile court system, useful comparisons with the juvenile justice systems of other nations, and other important information for assessing this problem.
