A Socio-educational Portrait of African American Males: Factors that Contribute to Middle School Academic Underachievement PDF Download
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Author: Anthony Denard Greene
Publisher:
ISBN:
Category :
Languages : en
Pages : 120
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Book Description
ABSTRACT: The researcher examines the relationship between school, family, and student level factors and black male academic underachievement. This project used a 1997 data set consisting of a black male sub sample of 463 of Charlotte-Mecklenburg middle school 8th grade English classes. The researcher found that each factor contributed to low levels of academic outcomes for black males in middle school. The strongest school predictor resulted in measure of teacher quality. Schools that have few teachers with tenure, degrees beyond a BA, and years of experience tend to negatively affect student achievement. Family levels predictors largely exist in the form of parental involvement. When parents are more involved with their child's educational process, children usually do better in school. As for black males themselves, the strongest predictor of middle school achievement was how well they did on elementary prior achievement and their academic track in middle school. When black males attend schools that have poor teacher quality, lack parental involvement, placed in lower tracks, and who did poorly in elementary school, they are likely to continue to have poor academic outcomes during their middle school years.
Author: Anthony Denard Greene
Publisher:
ISBN:
Category :
Languages : en
Pages : 120
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Book Description
ABSTRACT: The researcher examines the relationship between school, family, and student level factors and black male academic underachievement. This project used a 1997 data set consisting of a black male sub sample of 463 of Charlotte-Mecklenburg middle school 8th grade English classes. The researcher found that each factor contributed to low levels of academic outcomes for black males in middle school. The strongest school predictor resulted in measure of teacher quality. Schools that have few teachers with tenure, degrees beyond a BA, and years of experience tend to negatively affect student achievement. Family levels predictors largely exist in the form of parental involvement. When parents are more involved with their child's educational process, children usually do better in school. As for black males themselves, the strongest predictor of middle school achievement was how well they did on elementary prior achievement and their academic track in middle school. When black males attend schools that have poor teacher quality, lack parental involvement, placed in lower tracks, and who did poorly in elementary school, they are likely to continue to have poor academic outcomes during their middle school years.
Author: Vernon C. Polite
Publisher: Teachers College Press
ISBN: 0807776459
Category : Education
Languages : en
Pages : 590
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Book Description
In this groundbreaking and timely volume Vernon Polite and James Earl 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 the overall aim of improving the academic and social outcomes of this population. “At last, a comprehensive look at the most salient issues that affect the future of African American men. This book provides much more than a ray of hope; it is replete with recommendations and practices that, if implemented, will positively impact educational and social outcomes. Every educator and parent who grapples with the dilemma of educating Black boys and young men should read this book.” —Robert Peterkin, Ph.D., Harvard University's Urban Superintendents Program “School administrations serious about addressing the underachievement and underdevelopment of African American boys and youths will find in this book theoretical and methodological approaches (e.g., practical, just–in–time strategies for implementation). . . . This book will empower readers who are committed to equity and excellence for African American male students.” —Gwendolyn J. Cooke, Ph.D., Director, Urban Services, National Association of Secondary School Principals
Author: Theodore S. Ransaw
Publisher: MSU Press
ISBN: 1628952628
Category : Education
Languages : en
Pages : 175
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Book Description
Closing the Education Achievement Gaps for African American Males is a research-based tool to improve the schooling experience of African American males. Editors Theodore S. Ransaw and Richard Majors draw together a collection of writings that provide much-needed engagement with issues of gender and identity for black males, as well as those of culture, media, and technology, in the context of education. The distinguished and expert contributors whose work comprises this volume include an achievement-gap specialist for males of color, two psychologists, a math teacher, an electrical engineer, a former school principal, a social worker, and a former human rights commissioner. From black male learning styles to STEM, this book shows that issues pertaining to educational outcomes for black males are nuanced and complex but not unsolvable. With its combination of fresh new approaches to closing achievement gaps and up-to-date views on trends, this volume is an invaluable resource on vital contemporary social and educational issues that aims to improve learning, equity, and access for African American males.
Author: Eboni M. Zamani-Gallaher
Publisher: MSU Press
ISBN: 1628951680
Category : Social Science
Languages : en
Pages : 395
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Book Description
The circumstances affecting many African American males in schools and society remain complex and problematic. In spite of modest gains in school achievement and graduation rates, conditions that impede the progress of African American males persist: high rates of school violence and suspensions, overrepresentation in special education classes, poor access to higher education, high incidence of crime and incarceration, gender and masculine identity issues, and HIV/AIDS and other health crises. The essays gathered here focus on these issues as they exist for males in grades K-12 and postsecondary education in Michigan. However, the authors intend their analyses and policy recommendations to apply to African American males nationally. Although it recognizes the current difficulties of this population overall, this is an optimistic volume, with a goal of creating policies and norms that help African American males achieve their educational and social potential. In this era of widespread change for all members of American society-regardless of race-this book is a must-read for educators and policymakers alike.
Author: Cherrel Miller Dyce
Publisher: IAP
ISBN: 1648024610
Category : Education
Languages : en
Pages : 127
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Book Description
A major premise of the book is that teachers, school leaders, and school support staff are not taught how to create school and classroom environments to support the academic and social success of Black male students. The purpose of this book is to help champion a paradigmatic shift in educating Black males. This books aims to provide an asset and solution-based framework that connects the educational system with community cultural wealth and educational outcomes. The text will be a sourcebook for in-service and pre-service teachers, administrators, district leaders, and school support staff to utilize in their quest to increase academic and social success for their Black male students. Adopting a strengths-based epistemological stance, this book will provide concerned constituencies with a framework from which to engage and produce success.
Author: Hugh J. Harmon
Publisher: Lulu.com
ISBN: 0557058228
Category : Education
Languages : en
Pages : 120
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Book Description
African American males are failing out of high school, retained in the elementary grades, and funneled to special education programs at far greater levels than their peers are. An educated black young man has almost become an oxymoron in America's urban enclaves, and the U.S. education system seems to be ill equipped to finger the cause of this tragedy in educational outcomes. This is behind the backdrop of measured peaks of progress in income level, home ownership and forays into the realm above the proverbial glass ceiling of corporate America for many African Americans. Why does this achievement gap persist despite the achievements in other areas? Why is it still only a few who somehow manage to beat the odds?
Author: Osie Leon Wood
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 143
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Book Description
One of the most consistently reported challenges in the education literature is the underachievement of African American males at all levels of the education pipeline - from elementary and secondary schools through to postsecondary education. African American boys are falling behind and they are falling behind early. This research focuses on resources within the home environment that are available to support the educational achievement of African American boys. There are a number of mechanisms through which parental involvement in the home and at school may promote academic success that are being examined: parental involvement in school activities, expectations that parents share with their sons and for which they hold them accountable, and parental trust and support for both their sons and their sons' schools. This research sampled families of African American boys in the eighth grade attending Middle Schools in the North Long Beach area of Southern California. It employed a mixed methods approach in using both questionnaires and surveys for collecting data. Thirty two parents were selected at random and completed questionnaires about attitudes and behaviors related to the home environment that impact their sons' educations. An additional group of randomly selected parents were personally interviewed to gain more in-depth responses. The sample was then divided into two groups according to the STAR Math scores attained by eighth grade boys in the families responding. This measure was used as an indicator of academic success because the STAR test score determines the Math class level for children in the local school district - with those scoring above 325 advancing to Geometry and those scoring below 325 taking lower level classes. The results of the questionnaires and interviews indicate an overall relationship in both groups showing trust and high expectations as being very important in fostering academic success in African American boys in the eighth grade. The consistency of positive home structural factors contributed to the academic success of boys in the families studied in spite of negative factors such as economic deprivation, parental unemployment, previous parental incarceration and lack of transportation.
Author: Denny Merry
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659753169
Category :
Languages : en
Pages : 424
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Book Description
The Achievement Gap among students of various races has been a national issue for well over a decade, creating a platform for discussion, interventions, program development, and research. This book looks at achievement through a gifted lens. Identified African American males classified as gifted, according to state adopted standards, who were in the same schools, in the same classes, with the same teachers as their white counterparts, were performing at lower levels. This book delves into the myriad of factors influencing underachievement: individual, societal, family, and school. However, this research focused on school factors and involved six African American middle school males who had attended a gifted magnet school for five to seven years and had been identified as underachievers the entirely of their school careers. The boys were given a battery of tests and inventories to measure school influences, and an action inquiry group of teachers was established to develop interventions to interrupt the cycle of underachievement. This book explains the results of the study and the recommendations for further studies in the field of underachieving gifted African American males.
Author: Council of the Great City Schools
Publisher: HarperCollins
ISBN: 0544130189
Category : Education
Languages : en
Pages : 326
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Book Description
In October 2010, the Council of the Great City Schools released a major report on the academic status of African American males, A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools. The Council then commissioned a series of solution briefs from some of the nation’s leading scholars and experts to help it think through an effective set of strategies to address the academic needs of African American males. This e-book is a compilation of those papers.
Author: Linda W. Washington
Publisher: Xlibris Corporation
ISBN: 1477157999
Category : Education
Languages : en
Pages : 189
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Book Description
This insightful book gives suggestions on increasing academic rigor of the middle school male student, increasing consistent student attendance, and decreasing discipline referrals. This book gives situational examples and possible suggestions to help single parents, teachers, administrators, board members, and the male student to overcome obstacles to be successful. Washington believes that bonding should initially take place early in the relationship of the teacher to student and student to teacher. Much like a client coming to a store for specific items, the store owner has to get to know his customer in order to effectively serve this individual for continued customer satisfaction. The same principles apply for teachers getting to know their students. Oftentimes, this notion is not developed because of constant new initiatives being introduced to teachers without lasting results. Hence, mentoring of students can eliminate many problems schools face. Using the suggestions offered in this book will cause increase academic performance and attendance, while decreasing discipline referrals tremendously.
