Download or read book Impact of Explanatory Style on Higher Education Opportunity Program H EOP African American Student Academic Performace written by William F. Ritchie and published by . This book was released on 1997 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Social Support and Explanatory Style on Academic Performance Among African American Students Enrolled in a Baccalaureate Nursing Program written by Darimell E. Mitchell-Waugh and published by . This book was released on 1992 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Closing the African American Achievement Gap in Higher Education written by Alfred P. Rovai and published by . This book was released on 2007-07-20 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely volume brings together a roster of experienced educators and researchers to address the African American achievement gap in higher education. The text provides an overview of recent research on the learning characteristics of African American university students and uses those findings to identify major issues and to foster new and productive inquiry and educational activities. Encompassing both traditional and virtual classrooms, the authors provide research-based strategies that higher-education faculty can use to design courses, pedagogy, and assessments that reach out to all learners in a fair and equitable manner. To help universities close the achievement gap, this book: Describes how African American, hip-hop, and school cultures influence learning and achievement. Identifies racial challenges and offers practical strategies for creating and teaching culturally responsive traditional and online courses. Includes sample lessons and assessment resources that implement many of the strategies described in the book.
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 2020-10-08 with total page 186 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 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 Pathways to Academic Success in Higher Education written by Edward P. St. John and published by Routledge. This book was released on 2010-07-02 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pathways to Academic Success in Higher Education examines two major challenges facing the nation: preparing high school students for college and creating new pathways to academic success for underrepresented students in higher education.
Download or read book Academic Performance and Persistance of EOP and Non EOP Students written by Joe McDonald and published by . This book was released on 1981 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educational Opportunity Program EOP written by Sivilay Steven Somchandmavong and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Opportunity Programs such as Educational Opportunity Programs (EOP) have been institutionalized for over forty years. Emerging out of the Civil Rights movement, EOP and similar programs have helped to compensate economically and academically disadvantaged students to not only gain admission to colleges and universities by providing them with a leg up, but to also academically and financially support them through college completion. In New York, for example, it has been reported that over 100,000 students have been served since the statutory adoption of HEOP, one of four Opportunity programs founded in the late 1960's. Despite the numbers served, only one third to one half of enrolled students have completed their college degree. In an era of accountability this doesn't bode well, especially in light of New York's $1.2 billion budgetary gap. Thus, to inform public policy of the impact of Educational Opportunity Programs, a more systematic examination of program effectiveness is essential. Through a comprehensive review of empirical literature, this thesis utilizes Astin's Input, Environment, and Output conceptual model for assessment (1993) to identify individual student factors (Input) and programmatic factors (Environment) that contribute to EOP effectiveness (Output). While the EOP literature left much to be explored, the thesis was supplemented with studies from both college access and college student retention. Together, they provided a comprehensive perspective on the challenges and opportunities EOP students encounter on their way to and while enrolled in college that affects their college outcome.
Download or read book Making the Connection written by Carolyn Temple Adger and published by Delta Publishing. This book was released on 1999 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Papers from a conference on the role of language in the academic achievement of African Americans include: "Language Diversity and Academic Achievement in the Education of African American Students: An Overview of the Issues" (John R. Rickford); "The Language of African American Students in Classroom Discourse" (Courtney B. Cazden); "Enhancing Bidialectalism in Urban African American Students" (Kelli Harris-Wright); "Repercussions from the Oakland Ebonics Controversy: The Critical Role of Dialect Awareness Programs" (Walt Wolfram); "Considerations in Preparing Teachers for Linguistic Diversity" (John Baugh); "The Case for Ebonics as Part of Exemplary Teacher Preparation" (Terry Meier); "Language Policy and Classroom Practices" (Geneva Smitherman); "Language, Diversity, and Assessment: Ideology, Professional Practice, and the Achievement Gap" (Asa G. Hilliard, III); and "Lessons Learned from the Ebonics Controversy: Implications for Language Assessment" (Anna F. Vaughn-Cooke). The text of the testimony of Orlando L. Taylor on the subject of Ebonics is appended. (MSE)
Download or read book Confronting Equity Issues on Campus written by Estela Mara Bensimon and published by Taylor & Francis. This book was released on 2023-07-03 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can it be that 50 years after the passage of the Civil Rights Act, our institutions of higher education have still not found ways of reducing the higher education gaps for racial and ethnic groups? That is the question that informs and animates the Equity Scorecard model of organizational change. It shifts institutions’ focus from what students do (or fail to do) to what institutions can do—through their practices and structures, as well as the actions of their leaders and faculty—to produce equity in outcomes for racially marginalized populations. Drawing on the theory of action research, it creates a structure for practitioners to become investigators of their own institutional culture, to become aware of racial disparities, confront their own practices and learn how things are done on their own turf to ask: In what ways am I contributing to equity/inequity?The Equity Scorecard model differs significantly from traditional approaches to effecting change by creating institutional teams to examine and discuss internal data about student outcomes, disaggregated by race and ethnicity. The premise of the project is that institutional data acts as a powerful trigger for group learning about inequities in educational outcomes, and that the likelihood of improving those outcomes increases if the focus is on those things within the immediate control of the participating leaders and practitioners.Numerous institutions have successfully used The Equity Scorecard’s data tools and processes of self-reflection to uncover and document the behaviors and structures that lead to failure to retain and graduate students from diverse racial and ethnic backgrounds with a history of unequal opportunity; and to create the climate for faculty and staff to take ownership of the issues and develop sustainable practices to eliminate racial disparities in academic performance.The Scorecard can be used at a small-scale to analyze individual courses or programs, as well as broader institutional issues.This book presents the underlying concept of funds of knowledge for race-conscious expertise that informs this process, describes its underlying theories; defines the attributes needed to achieve equity-minded practice; demonstrates, through examples of implementation, what different institutions have learned, and what they have achieved; and provides a blueprint for action for higher education as a whole. For college leaders, instructors and support staff who feel the pressure—moral or otherwise—to close the racial equity gap that their institutions produce year after year, this book provides the structure, knowledge and tools to do so. It is also of value to scholars and students of higher education who have an interest in the study of organizational change.
Download or read book Talking College written by Anne H. Charity Hudley and published by Teachers College Press. This book was released on 2022 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Talking College shows that language is fundamental to Black and African American culture and that linguistic justice is crucial to advancing racial justice, both on college campuses and throughout society. Writing from a linguistics-informed, Black-centered educational framework, the authors draw extensively on Black college students’ lived experiences to present key ideas about African American English and Black language practices. The text presents a model of how Black students navigate the linguistic expectations of college. Grounded in real-world examples of Black undergraduates attending colleges and universities across the United States, the model illustrates the linguistic and cultural balancing acts that arise as Black students work to develop their full linguistic selves. Talking College provides Black students with the knowledge they need to make sense of anti-Black linguistic racism and to make decisions about their linguistic experiences in college. It also offers key insights to help college faculty and staff create the liberating and linguistically just educational community that Black students deserve. Book Features: Weaves together information and approaches drawn from the authors’ extensive experience working with Black and other students of color in higher education.Provides an up-to-date discussion of Black language practices and their role in Black students’ college experiences.Discusses the racial politics of language, including anti-Black linguistic racism and the struggle for linguistic justice as part of racial justice.Offers a detailed model of Black college students’ diverse linguistic and racial identities. Outlines concrete steps toward racial and linguistic justice that students and faculty can take today.Accessible to students and faculty without a background in linguistics, while also engaging and informative for linguistics scholars.
Download or read book Higher Education Equity written by United States. National Advisory Committee on Black Higher Education and Black Colleges and Universities and published by . This book was released on 1978 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Cultural Forces on the Academic Performance of African Americans in Higher Education written by Patrick Edward Davis and published by . This book was released on 2000 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Equal Educational Opportunity for Blacks in U S Higher Education written by Howard University. Institute for the Study of Educational Policy and published by Washington : Published for ISEP by Howard University Press. This book was released on 1976 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Monograph on equal opportunity with respect to higher education for Blacks in the USA - discusses access to education, enrolment, admission requirements, educational policy, psychological aspects and sociological aspects of obstacles to university minority group experience, and examines the impact of educational opportunity on income. Graphs, references and statistical tables.
Download or read book Making Schools Work written by Carolyn R. Hodges and published by Peter Lang Incorporated, International Academic Publishers. This book was released on 2003 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: When talking about marginality and «otherness», one must always ask, marginal to what? Other to whom? Complex issues of identity construction have been the focus of research on students who, whether based on race, gender, class, or ability, define themselves or are defined as being on the margins of school life. Making Schools Work examines this question in its presentation of the results of a longitudinal study of academic achievement and pre-college enrichment. Discussions focus on how students construct their identities with regard to race because of the history of problems associated with race relations in educational settings. Using case studies and observational data, the book presents findings on a group of adolescents defined as «at risk» - inside, but on the margins of educational institutions.
Download or read book Observing the Spirit of Resilience written by Cheryl Getz and published by . This book was released on 2021 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Some African American students with challenging early life experiences appear vulnerable to failure in higher education. This vulnerability may be exacerbated when educators fail to recognize the relationship between the life experiences of African American students and their academic performance and college success. African American students are challenged further as they attempt to successfully adjust to collegiate environments which often do not validate them or their experiences. The primary purpose of this study is to investigate this challenge with selected African American students, to learn about how the life experiences of African American students can enhance their success in higher education. A secondary purpose is to learn how these students develop their sense of resiliency and how they think this knowledge can be utilized to promote their own greater self-efficacy and trust. Therefore, the overall purpose is to engage selected students in the development of grounded theory about how educators can learn from African American students about their perceptions of the connections between life experiences and success in higher education. This research is qualitative in nature and based on grounded theory methodology, which allows theory to emerge from subject participation: the theory that emerged was generated specifically from the input of the eight African American student interviewees. The information derived from this study may encourage a more creative approach to educational practices in the future, based in part on specific contributions from African American students. This study confirms that including students in the ongoing dialogue about schooling can be a powerful way to help them examine the ideological nature of their experiences by reflecting on them in a constructively critical manner. The major implication is if the interrelatedness between students' life experiences and academic success were understood more clearly, educators could become more open to enjoying an educational setting in which both students and teachers learn from one another--a setting that better fulfills the fundamental educational goal of preparing students to be successful.
Download or read book The Impact of Self Perception of Academic Ability on Academic Performance in African American Male First Generation College Students written by Brock Anthony Joseph Mayers and published by . This book was released on 2021 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite an increase in the accessibility to higher education by non-traditional populations, there remain a significant number of students that come from families where they are the first to attend and hopefully graduate from college. In addition to the challenges faced by first time college students, first-generation college students (FGS) are faced with their own unique and complex issues. Notably, the relationship between self-perception of academic abilities and academic performance can have an impact on the retention and persistence of this student population. The author frames the issues faced by FGS and deconstruct the role of self-perception, self-esteem and self-efficacy in academic achievement amongst the target population ultimately intended to lead to successful postsecondary outcomes. Seven categories emerged from data content analysis of the data: (a) being an African American male, (b) being a Man of Morehouse, (c) being a FGS, (d) community support, (e) peer support, (f) institutional support and (g) motivation. Based on findings, a student centric success model was designed to support the academic success of the target population.
