Author: Philena M. Myers
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 126
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Book Description
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: Lasonja S. Brown
Publisher:
ISBN:
Category : African American high school students
Languages : en
Pages : 178
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Book Description
No Child Left Behind has created federal and state accountabilities for districts and schools in an effort to increase student achievement. As a result, teachers have to meet particular criteria to be identified as "high qualified". Although the testing data is disaggregated by ethnicity and there are penalties involved for schools and districts for the underperformance of subgroups, the criteria to become highly qualified does not include training to address these populations, particularly African American students. The achievement gap that exists between African Americans and other subgroups is the largest. The National Assessment of Educational Progress reports that the average eighth grade student of color performs at the same level of academic proficiency as the average fourth grade White student. The current study examined the nature of the achievement gap through interviews with nine African American high school males. The results of the study discuss how these students have perceived their educational experiences in public schools up to their junior and senior years in high school. The researcher believes that a better understanding of school belonging for African American males would allow educators to create school improvements and reform efforts from a more informed perspective.
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: 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: Michael Oládèjo Afoláyan
Publisher:
ISBN:
Category :
Languages : en
Pages : 430
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 336
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Author: Michael Lamar Robinson
Publisher:
ISBN:
Category : African American teachers
Languages : en
Pages : 171
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Book Description
The experiences of students can invariably affect their choices to pursue a career in teaching. As a group African-American male students encounter myriad obstacle as they attempt to navigate the American public education system. Institutional racism embedded into the system has caused nearly incalculable harms to this group. As the population demographics of the US public schools change there is a greater need for more racially diverse teacher staff to present students with culturally relevant education experiences. As a group, African-American males are one of the least represented groups of educators comprising less than 2% of all US public school teachers. What are the experiences of African-American male teachers and what is their perceived impact on schools and students? Utilizing Critical Race Theory, this case study explored the experiences and perceived impact that African-American male teachers have on schools and their students. All participants in this study were drawn from a low socioeconomic, minority majority middle school with a large English Language Learner population situated in a large urban city in Southeastern Massachusetts. The sample consisted of 3 African-American male teachers, 2 White male teachers and 1 White male middle school Principal employed at the research site. The data collection process assisted in answering the six research questions. The data gleaned from these interviews is presented in the following 7 themes: (a.) How Teachers See and Experience Racism. (b.) How they interpret classism in how it affects African-Americans. (c.) Teachers' autobiographical experiences as students. Teacher's negative experiences relived as they witness their students experience negative experiences. (d.) Teachers' autobiographical experiences that guide their teaching. (e.) Benefits of African-American Male teachers and Role Models. (f.) Experiences that motivate and drive their practice. (g.) Recruitment and retention as perceived by teachers.
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: Adrian D. Martin
Publisher: IAP
ISBN: 1641136197
Category : Social Science
Languages : en
Pages : 203
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Book Description
Past research on gender and LGBTQ issues in K-12 and teacher education has primarily focused on identifying ways of fostering inclusive and affirmative school communities for non-cis and/or queer students and enabling learning contexts to promote academic learning. Much of this work has attended to theorizing pedagogies and curricula conducive towards such an aim. Yet, despite legal advances for gender equity and LGBTQ rights in diverse global contexts and the increased visibility of LGBTQ issues in mainstream media, non-cis and queer individuals (especially those of color) continue to experience violence, face housing discrimination, employment discrimination, and the denial of service in public businesses. In light of the numerous growing conservative movements to not only roll back legal advances for LGBTQ individuals, but to also promote a culture of homophobia and transphobia, scholars must attend to the myriad ways in which members of the school community can counter such efforts, and how the multiple facets of the educative experience can be conceptualized beyond a paradigm that continues to marginalize gender diverse and LGBTQ individuals. This volume, Exploring Gender and LGBTQ Issues in K12 and Teacher Education: A Rainbow Assemblage, edited by Adrian D. Martin and Kathryn J. Strom, provides examples of empirical inquiries and theorizations that explore how schools can function as more than safe academic environments for gender diverse and LGBTQ students. The contributing authors attend to classrooms and educative contexts as spaces that promote the affirmative inclusion of not only LGBTQ students, but other education stakeholders as well with the aim to dismantle homophobia, transphobia, misogyny, and other hate-based ideologies. The volume serves as an insightful and useful resource for educators, teacher educators, and education researchers engaged in inquiry and pedagogy towards systems of schooling unencumbered by heteronormativity other hate-based ideologies with implications for future professional practice.
Author: Kimberly C. Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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