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Author: Bettye Lois Grigsby
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The purpose of this study was to examine four variables that impact AfricanAmerican male students' perceptions of their transition from elementary school tomiddle school. This study determined what role social, emotional, physical, andacademic variables have in the transition process from elementary school to middle school for African American males. The two guiding questions for this mixed methods study were: 1. What are African American male students' perceptions of personal development variables on their transition from elementary school to middle school? 2. How do African American male students describe their transitional experience from elementary school to middle school? Participants in this study were 149 African American male students from five middle schools in southeast Texas. Findings of the study were derived from the use of a self-developed 52-item questionnaire (Student Transition Perception Survey) with one free response question and interviews of ten students (two from each school). The major findings in this study were: 1. Social variable - African American male students felt that schools did not provide a positive school climate, teachers did not treat them with respect, and their parents were supportive of their education. 2. Emotional variable - African American male students felt that schools did not make them feel successful, and they did not feel equal to their peers. 3. Physical variable - African American male students were equally divided in the acceptance of their physical appearance and when they compared themselves to others. 4. Academic variable - African American male students felt that teachers did not give them valuable attention in class. 5. When looking at the trend of student responses among the five schools, African American male students shared similar feelings about the social, emotional, physical, and academic variables. 6. African American male students expressed their feelings about being unsafe, experiencing differentiated teacher treatment, declining grades, and difficulty in their middle school transition.
Author: Bettye Lois Grigsby
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to examine four variables that impact AfricanAmerican male students' perceptions of their transition from elementary school tomiddle school. This study determined what role social, emotional, physical, andacademic variables have in the transition process from elementary school to middle school for African American males. The two guiding questions for this mixed methods study were: 1. What are African American male students' perceptions of personal development variables on their transition from elementary school to middle school? 2. How do African American male students describe their transitional experience from elementary school to middle school? Participants in this study were 149 African American male students from five middle schools in southeast Texas. Findings of the study were derived from the use of a self-developed 52-item questionnaire (Student Transition Perception Survey) with one free response question and interviews of ten students (two from each school). The major findings in this study were: 1. Social variable - African American male students felt that schools did not provide a positive school climate, teachers did not treat them with respect, and their parents were supportive of their education. 2. Emotional variable - African American male students felt that schools did not make them feel successful, and they did not feel equal to their peers. 3. Physical variable - African American male students were equally divided in the acceptance of their physical appearance and when they compared themselves to others. 4. Academic variable - African American male students felt that teachers did not give them valuable attention in class. 5. When looking at the trend of student responses among the five schools, African American male students shared similar feelings about the social, emotional, physical, and academic variables. 6. African American male students expressed their feelings about being unsafe, experiencing differentiated teacher treatment, declining grades, and difficulty in their middle school transition.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 652
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Author: Anissia Jimmetra Jenkins
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 163
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"The purpose of this study was to examine structural, academic, and personal factors affecting the transition of African American males to high school by giving voice to the participants. A qualitative dominant explanatory mixed methods design (Creswell, 2005) was used to collect data. In the qualitative phase, a questionnaire was administered to 16 African American male students who had completed the first semester of their freshman year. For the qualitative phase of the study, eight of the 16 participants were chosen to participate in individual and focus group interviews. Descriptive and inferential statistics were used to analyze the quantitative data. Analysis of the questionnaire data informed development of the individual interview protocol; analysis of data from the individual interviews informed development of the focus group interview protocol. Qualitative data were analyzed using Creswell's (2005) content analysis coding procedures. Eight themes related to structural, academic, and personal factors emerged; (a) School Size Is Not A Problem, But ... (physical structure), (b) Hangin' With My Friends In Class: Missing the Interdisciplinary Team Structure (academic structure), (c) Teachers Think We Can't Do the Work (teacher expectations), (d) This Is Harder Than I Thought It Would Be (academic expectations and academic assistance), (e) My Friends Save Me: Camaraderie of the "Brothers" at School (relationships with peers), (f) Teachers: Friend or Foe? (relationships with teachers), (g) You're Not There to Take Up Space: Great Expectations of Parents/Guardians and Community (home and community."--Abstract from author supplied metadata.
Author: Lynda Brown Wright
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 324
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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.
Author: Darrell Cleveland Hucks
Publisher: Springer
ISBN: 9462098093
Category : Education
Languages : en
Pages : 163
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Book Description
New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males takes you on a journey into the lives of three families of African American males, each with an elementary aged boy. Bear witness to each boy’s observations and insights on his current schooling experiences, also hear what older males in his family have to say regarding their schooling experiences. Employing qualitative methodology to include their frequently unheard voices in educational research, this book endeavors to move toward correcting this oversight. New Visions of Collective Achievement graciously offers each of us, as stakeholders, a most precious gift: a theoretical and practical framework to effect real, meaningful, and long-lasting change if we are courageous enough to take heed. “This refreshingly clear and focused book presents a comprehensive discussion on the schooling experiences of African American males across generations. This invaluable resource should be required reading for all educators who work with this population to show the value of education in the African American community.” – Chance W. Lewis, Ph.D. Carol Grotnes Belk Distinguished Professor of Urban Education, UNC Charlotte “New Visions of Collective Achievement provides educators with an important insight into the ways Black males experience their education across time. Through groundbreaking research presented in the voices of three generations of Black males, this book commands attention and calls for multiple stakeholders in our schools and communities to work together to cultivate and advance the social and academic well-being of Black males.” – Yolanda Sealey-Ruiz, Ph.D. Assistant Professor of English Education, Teachers College, Columbia University “New Visions encapsulates the spirit of African American males who are separated by generations, yet bound by a collective struggle against social injustice and a desire for success. Dr. Hucks invokes a reverence for historical oppression, an awareness of present day opportunities and barriers, and a visionary path for future generations of Black men.” – Ivory A. Toldson, Ph.D. Editor-in-Chief, The Journal of Negro Education; Associate Professor, Counseling Psychology Program, Howard University
Author: H. E. Holliday
Publisher: R&L Education
ISBN: 1610484770
Category : Education
Languages : en
Pages : 187
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Book Description
One of America's greatest challenges is to reverse the steep decline of the intellectual performance of its young men. The dramatic increase in violent acts and the downward spiral of high stakes testing in our schools has confirmed that many of our young men have lost hope or simply given up. Reconnecting, Redirecting, and Redefining 21st Century Males identifies the physical, emotional, and psychological adjustments many boys have been forced to navigate alone during their most vulnerable, formative years and provides adjustments that adults must make to assist them in these transitions.
Author: Philena M. Myers
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 126
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In the public school system there is a dilemma regarding the successful education of African American males. This dilemma is often recognized by the publication of national standardized test scores and other educational statistics, such as the high expulsion and dropout rate of this student population. This qualitative case study examined middle school educators' perceptions of African American eighth grade male students and the students' interpretation of their school experience. Three research questions guided the study: (a) How do societal influences and stereotypical beliefs affect educators' perceptions of African American male middle school students? (b) How does the cultural awareness of educators affect the school experiences of African American male middle school students? (c) What are African American male students' interpretations of their overall school experience? Researcher-designed surveys were completed by 30 middle school educators; student focus group sessions and individual interviews were conducted with 29 eighth grade African American males from three suburban school districts in southeastern Pennsylvania. The study determined the educators in this study recognized and acknowledged the effect perceptions have on the overall success of education African American male student. The educators indicated they engaged in a "color-blind" approach as a method for success. The study reports the responses of the African American males must be considered in helping to find a solution to the dilemma. The study concluded a closer examination of the "color-blind" approach and a listening ear to the voices of the young men must be implemented to find practical responses to assist in resolving this national dilemma.
Author: Michael Oládèjo Afoláyan
Publisher:
ISBN:
Category : African American high school students
Languages : en
Pages : 440
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Author: Daphne N. VanDorn
Publisher:
ISBN:
Category :
Languages : en
Pages : 272
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