Download or read book Centering the Voice of Black Male Students On Effective Teaching written by Brian Coleman Woodward and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Too often educators are unable or unwilling to see the potential Black males have as students, and often view these young men as inhuman or uneducable. More specifically, teachers often ignore or underestimate that Black males experience education in a manner unlike their peers due to the historical construction of what it means to be a Black male. Given that K-12 students and teachers spend a significant amount of time together the teaching that occurs in classrooms can have a significant impact on student success within schools. What is often missing, not offered, not valued, or in need of re-emphasizing within the field of educational research is the need for Black males to theorize teaching. It is important to understand the type of pedagogical strategies that these young men believe will enrich their classroom experiences, which serves as the impetus for this exploratory study that seeks to answer how do Black males theorize (think, explain, and develop a set of ideas) notions of teaching. To develop a collective understanding of Black male students' perceptions of effective teaching, a social constructivist qualitative research method was implemented. More specifically a series of semi-structured interviews were conducted with twelve Black male students who attended three urban high schools in southern California. Each of the interviews conducted were audio-taped and transcribed and lasted approximately 60 to 70 minutes. Three research questions that guided the study were: What are Black male secondary students' perceptions of effective teaching? What are the strategies, approaches, and methods of teaching that Black male students describe that? What can teachers, researchers, and policymakers learn from Black male students' understanding of effective teaching to better serve this student group in the classroom? Key findings revealed that the participants can articulate their thoughts about teaching with specificity by providing definitions of teaching, strategies that enhance their learning, and distinguishing between the act (teaching) and the person (the teacher). Moreover, too often the participants questioned the willingness of teachers to want to give their best instruction, make positive connections, and form relationships that will benefit their classroom success.
Download or read book Black Male Students Perceptions of Effective Teachers written by Francis Vladimir Lozie and published by . This book was released on 2013 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the characteristics of effective teachers of African-American male middle school students. Black males are underserved throughout all levels of the educational pipeline and experience an achievement gap. Researchers have posited several causes of the achievement gap: teachers' beliefs, students' cultural capital, and teachers' pedagogical skills. Moreover, the transition from student-centered elementary school settings to curriculum-centered secondary school settings can be disproportionately jarring for Black male adolescents. Using a community nomination process, students and principals at 4 Compton middle schools identified whom they perceived as the most effective teacher at each site. Fifty-three students participated in 8 focus groups. Each of the 4 teachers was observed 4 times (for a total of 16 observations) and interviewed 3 times (for a total of 12 interviews). In the effective teachers' classrooms, (a) nearly 100% of Black males participated throughout lessons, (b) teachers and students used high levels of academic vocabulary, and (c) teachers used humor and code-switching to elicit positive responses from students. Students described the importance of humor, high expectations, and fairness, as well as multiple types of teaching practices. Teachers believed (a) that teaching was their means of effecting social justice, (b) that their students' intelligence was malleable rather than fixed, and (c) that their personal experiences were instrumental in shaping their teaching philosophy and practice. These findings began to coalesce into an emerging profile of effective teachers for Black male middle school students: (a) a social justice stance, (b) cultural congruence with their students as a result of lived experiences, and (c) the ability to wield a robust arsenal of pedagogical strategies. The findings point to the importance of recruiting teacher candidates who can relate to the lived experiences of their students, of designing hiring protocols that test for the characteristics of effective teachers for African-American males, and of restructuring middle schools to allow for multiple attempts to demonstrate mastery of complex academic concepts.
Download or read book Broadening the Dialogue written by Michael Oládèjo Afoláyan and published by . This book was released on 1994 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Teachers and Black Male Students Perceptions of Intelligence written by Patrick Anthony Williams and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored teachers2 perceptions of intelligence of 11th-grade Black male students and how students themselves perceived their own intelligence in light of Howard Gardner2s Theory of Multiple Intelligence. Qualitative research methods were used to gain novel understanding of the students2 and teachers2 feelings, and perceptions as outlined in the research questions. Two versions of ecological systems theory provided the underpinnings for the framework of this study: 1) Brn̲fenbrenner2s Ecological Systems Theory, and 2) Spencer2s PVEST (Phenomenological Variant of Ecological Systems Theory) model, which is an adaptation of the ecology model to Black students in the United States. In a large urban school district in the Southeast section of the United States, twenty-six students completed an online survey of Gardner2s Multiple Intelligences. Seven Black male students were selected and interviewed along with ten of their teachers. The study found that despite the negative stereotypes toward Black males by society, the Black male students in this study interpreted intelligence to be multifaceted and perceived themselves as intelligent Black males. The teachers of the Black male students perceived them as intelligent and also interpreted intelligence to be multifaceted. The Black male students were resilient in debunking the idea that Black males were not considered intelligent in a society where negative Black male stereotypes abound.
Download or read book A Study Og Black Teachers Perceptions of the Academic Achievement of Black Male Students in Elementary Schools in Rural Georgia written by Marshell F. Aker and published by . This book was released on 2016 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Presently, numerous research studies, articles and reports have shown troubling outcomes regarding the education of Black male students in the United States (Darensbourg, Perez, & Blake, 2010; Lewis, Simon, Uzzell, Horwitz, & Casserly, 2010; Prager, 2011). The performance of Black males on national achievement assessments is lower in comparison to the performance of most other subgroups. The high school graduation rate for Black males in the United States is below most other ethnic subgroups (Schotts Foundation, 2015). Although various strategies are often implemented at the national, state, and local level in attempts to address achievement disparities, these efforts have not been fully successful in eliminating the achievement gaps nor improving educational outcomes for Black male students. While dominant explanations for negative educational outcomes seem to blame the Black male students, their motivation, their family and culture (Emdin, 2012; Gira, 2007; Kim & Hargrove, 2013), Critical Race Theory scholars attempt to challenge these deficit explanations and explore alternative perspectives regarding the conditions that may contribute to educational achievement disparities (Jay, 2003; Ladson-Billings &Tate, 1995; Milner, 2008). Critical Race Theory insists upon exploring the experiences of people of color who have been historically marginalized and silenced. Some scholars have noted that black educators often feel left out of discussions and silenced in regards to the teaching and learning of Black students (Delpit, 1995; Foster, 1991; White, 2012). Because Black teachers and Black males may share possible cultural connections as well as experiences with marginalization, it is possible that some Black teachers may be able to provide valuable information and counter stories regarding black male achievement (Foster, 1991; Milner, 2006). The purpose of this study was to examine the perceptions of Black teachers regarding the academic achievement of Black male students in elementary schools in rural Georgia. Through the use of focus group interviews, the researcher examined the voices of Black teachers to identify significant factors impacting the educational success of Black males. Findings of this study had implications for the education of Black males in rural elementary schools. Findings were: 1) Black male students in rural elementary schools may lack exposure to critical resources needed for their success; 2) Policies and practices may limit Black male access to rigorous and advanced curriculum; 3) Deficit thinking and stereotypes may confine academic achievement and aspirations for Black male elementary students; and 4) Positive and supportive teacher-student relationships may have an important role in improving the educational outcomes for Black males in rural schools.
Download or read book African American Males in School and Society written by Vernon C. Polite and published by Teachers College Press. This book was released on 1999-10 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this groundbreaking and timely volume Vernon Polite and James Davis have brought together the perspectives and research findings of eminent scholars who study the educational and social lives of African American males. The result is a volume that brims with new outlooks and viewpoints, a refreshing departure from pervasive and oftentimes stereotypical literature about the African American male experience, and gives the reader access to prevalent issues affecting this population today. Thoughtful attention is paid to broader outcomes such as educational attainment, job procurement, and quality of life. These topics are discussed against the backdrop of student background and schooling with an overall aim to improve the academic and social outcomes of this population . Chapters range from explorations into identifying giftedness and responsive teaching styles, to educating African American males in the suburbs. The contributors to this volume offer differing methodologies and foci to document how the social and educational worlds of African American males cross, and the editors suggest policy implications that derive from these studies. This eloquent, engaging, and accessible volume has much to offer its readers and is especially important to people concerned with the well-being of African American boys and men.
Download or read book Black Male Students Perceptions of Student Teacher Relationships and Its Effect on Achievement written by Tamara D. Green and published by . This book was released on 2012 with total page 630 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of Principals and Teachers Perceptions of the Academic Impact of 15 Social Perceptions Faced By Black Males written by Janice Marie Epperson and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: When presented with 15 social perceptions, teachers differed in the extent to which they ranked such perceptions as having the most and least impact on Black male students' learning as well in the extent to which they judged these perceptions to be subject to correction. Across all repsondents, the perceptions deemed most negative concerned Black males' reputed propensity for violence and disruption, while those deemed least negative concerned Black male' alleged tendency to be more church-and -religion-oriented than their peers, as well as their reutation for being more athletically gifted than their peers. In terms of these perceptions being correctable, the respondents felt that it was relatively easy to demonstrate that Black males were not less intelligent, less articulate, and less interested in education than their peers of other ethinic groups. To the extent to that the respondents believed that the perception was at least partially grounded in the fact-as for exampple, Black male students being less than optimally "articulate" or "interested in education and self-improvement"--They also recommended specific reform strategies that educators could put in place. When grouped by positiion, ethnicity, age, years of experience, highest degree, and level of students served, respondents did not in general differ in how they ranked the perceptions, a noteworthy exception concerning respondednt ethnicity and the ones deemed most negative. By ethnicity, there were as many as seven statistically significant differences observed in the most negative rankings of non-White and White respondents, with non-Whites especially concerned about the perceptions of Black male student as being "innately less intelligent" and "better suited to vo-tech than academic classes" with respect to such students' success in school.
Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Download or read book Students Perceptions of Teacher Expectations written by and published by . This book was released on 2015 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American male students comprise a significant majority of urban public high schools. At the same time, African American males are the lowest achieving demographics of students. They are placed in special education, suspended, expelled, and drop out at rates much higher than any other racial group (Nogerua, 2003). African American male students are clearly in crisis. Student perceptions of teacher expectations have a role in the schooling of African American males. Urbanicity also has considerable significance in the schooling of African American males. Therefore, the rpimary purpose of this study was to provide educators a critical assessment of what is being experienced in an urban classroom by African American males. This study sought to examine the intersectionality of gender, race, and Urbanicity in a Midwestern high school. In this qualitative, phenomenological case study, I examined schooling experiences through the eyes of current urban African American male students. The thirteen African American males interviewed were the best resource to address student perceptions of teacher expectations at Midwestern High School. Five themes emerged from the research findings: student engagement, caring teacher behaviors, negative teacher attitudes, differential treatment, and racism as normal. Collectively, these themes provided the basis for understanding the schooling experiences of the participants. The research findings revealed that student's perceived low expectations from teacher messages and they also perceived that race influenced the academic underachievement of African American males at Midwestern High School.
Download or read book Culturally Responsive Pedagogy written by Dennisha Murff and published by IAP. This book was released on 2020-01-01 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Culturally Responsive Pedagogy: Promising Practices for African American Male Students, I take us on a journey into teachers’ perceptions of the impact of implementing culturally responsive pedagogical (CRP) practices on the student learning outcomes of African American male students. The book also helps to identify teachers’ perceptions of the CRP strategies needed in the elementary school setting to address the diverse needs of African American male students. I share the story of educators from a large, diverse elementary school in an urban school district, who have made it their mission to provide African American male students with culturally responsive learning environments where they can thrive. Throughout the book, I make it clear that the implementation of CRP practices has a direct impact on the student learning outcomes of African American male students. The book provides additional research into the existing literature on CRP practices. Through a case study approach, my work allows for additional insight into the potential impact of CRP practices on the student learning outcomes of African American male students in an urban elementary school setting. The book takes us on a journey of highs and lows, ups and downs, and failures and successes. Throughout the book, rich, detailed stories and descriptions are shared based on classroom observations, interviews, and student learning outcomes collected from three elementary school teachers from diverse backgrounds and various years of experience. Classroom observations were conducted using the Culturally Responsive Instruction Observation Protocol™ (CRIOP) instrument to assess the practices being implemented in the classroom. As I focused on the hard realities that face African American male students in today’s classrooms, I identified six emerging themes, including one overarching emerging theme, and three promising practices that surfaced during my research. The CRP practices implemented proved helpful toward increasing learning outcomes for African American male students, and, ultimately, closing the achievement gap. As an African American educator, I have been able to see how the lack of culturally responsive practices creates learning obstacles for African American male students. These learning obstacles continue to plague a group that has been historically marginalized in our society. The implementation of CRP practices provides educators with an avenue to remedy a social justice issue that has plagued our nation for years. The information shared in this book can be beneficial for all those invested in closing the achievement gap and increasing student learning outcomes through the use of culturally responsive practices, including pre-service and in-service teachers, administrators, caregivers, community advocates, educational researchers, and policy makers.
Download or read book Observationes in quinque epistolas quae circumferuntur nomine Universitatis Salmanticensis ac preterim in quintam written by and published by . This book was released on 1717 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of Successful Black Male College Students Perceptions of Their Educational Environment and the Role of Educational Leaders written by Kevin Anthony Dougherty and published by . This book was released on 2008 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on Black males has continuously been approached from a monolithic perspective that indicates their plight of attendance and achievement in college. This nation has witnessed this decade of declining enrollment of Black males attending and achieving in college. The decreasing number has been apparent and paints a dismal reality for educational institutions, leaders, and students; particularly Black males. While this reality is continuously disturbing and draws immediate attention, successful Black male college students are achieving at a high altitude. Educational institutions and leaders are challenged to help increase Black male student attendance and achievement in college and universities. This challenge begins with switching the focus of what deters Black males from attending and achieving in college to what encourages them by approaching them from a success and not the common deficit model. The purpose of this study was to analyze successful Black male college students' perceptions of their educational environments and the role of educational leaders. Participants were assessed on their perceptions of high school and college environments as well as their perceptions of high school and college educational leaders. A grounded theory approach was used to describe these perceptions. The participants included 21 non-intercollegiate undergraduate Black males, between the ages of 18-25, attending southwestern university (SWU). The data was based on the participants' responses from 21 semi-structured interview questions derived by the researcher. The data revealed four major themes which included (1 positive perceptions of the high school and college educational environments; (2 negative perceptions of the high school and college educational environments; (3 positive perceptions of the educational leaders in high school and college; and finally, (4 negative perceptions of educational leaders in high school and college. The findings exhibited the importance approaching Black males from a non-monolithic perspective. These Black male college students shared different experiences and perceived educational environments and leaders from various perspectives. The findings also showed the importance of focusing towards the success of Black males. The findings did reveal negative perceptions and experiences, yet this study gave credence to the importance of providing balance between positive and negative experiences of Black males.
Download or read book Black Male Teachers written by Chance W. Lewis and published by Emerald Group Publishing. This book was released on 2013-04-23 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume offers sound suggestions for advancing diversity in the teaching profession. It provides teacher education programs with needed training materials to accommodate Black male students, and school district administrators and leaders with information to help recruit and retain Black male teachers.
Download or read book African American Male Students Perceptions of Factors that Contribute to Their Academic Success written by Gertrude Rolland and published by . This book was released on 2011 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This study sought to understand African American high school males' perceptions of factors contributing to academic success. The researcher gathered information by interviewing students and collecting their demographic profile data. This qualitative research method enabled the researcher to learn directly from students what factors African American male students associated with academic success as well as challenges to academic success and solutions for achieving academic success. Participants were three junior and three senior African American high school male students attending a rural high school in Georgia. Data collection occurred during the spring semester of 2011. Each participant was asked 16 questions to determine his perspectives on factors contributing to academic success and what solutions and challenges he perceived necessary for African American males to achieve academic success. Among factors influencing student success were: (a) supportive parents, (b) caring teachers, (c) positive school environment, (d) peer support, and (e) community initiatives. Data suggested that to support the academic success of African American male students more African American male teachers and mentors are needed in schools. In addition, African American males desired for educators to understand their cultural background and avoid labeling them. Some challenges perceived by participants included: (a) lack of after school community activities, (b) negative stereotypes, (c) lack of self-initiative, (d) negative images, and (e) lack of belief in self. Among solutions cited were: (a) self-motivation, (b) role-models, and (c) mentors. Overall, participants had a need to feel cared about, understood, and supported. Findings from this research study can assist in the development of teacher education programs, school-based interventions and community programs for African American male adolescents. This research study is an attempt to provide additive information within the educational literature.
Download or read book The Black White Test Score Gap written by Christopher Jencks and published by Brookings Institution Press. This book was released on 2011-01-01 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: " The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Download or read book Educational Factors Contributing to the Academic Success of African American Males A Comparison of Teachers and Students Perceptions written by Kathryn Hudspeth Chretien and published by . This book was released on 2007 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rise of accountability for the academic success of all students brought on by No Child Left Behind (NCLB) and corresponding state laws has made educators more aware of the need to reach every student. One sub-group of students often fall behind their Anglo counterparts, African Americans, in particular, males. The purpose of this study was to identify the factors that contributed to the academic success of six African American males who were high school seniors. The goal was to examine the commonalities through a lens of democratic practices to give voice to African American male students.
