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Author: Courtney J. Wilson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 124
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Book Description
Racial microaggressions are subtle, often unconscious, words or actions that demean African Americans (Sue et al., 2007). The impact of racial microaggressions may not be seen, and so it is important to study potential long-term consequences such as academic performance. This study addressed an identified gap in the literature on the relationship between racial microaggressions and academic performance among African American high school students. A quantitative design was used to study the relationship between racial microaggressions and academic performance, and school connectedness as a moderating variable of this relationship. There were 417 high school students who completed the surveys. Of those students, 81 were used for the data analysis in this study because they identified as African American or Black. Results indicated that experience of racial microaggressions (from peers or from school staff) did not correlate with academic performance (GPA). Additionally, school connectedness was not found to moderate this relationship. Female students indicated more experiences with racial microaggressions than male students. Also, school connectedness was correlated with racial microaggressions such that the more racial microaggressions that students reported, the less connected they felt to the school. Furthermore, perceived racial microaggressions by school personnel were correlated with microaggressions by peers, indicating the more experiences students had of microaggressions by adults, the more they had by their peers. These results illustrated the importance of understanding students’ experiences and their environment in the school setting. Counseling implications and areas for future research are addressed and discussed.
Author: Courtney J. Wilson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 124
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Book Description
Racial microaggressions are subtle, often unconscious, words or actions that demean African Americans (Sue et al., 2007). The impact of racial microaggressions may not be seen, and so it is important to study potential long-term consequences such as academic performance. This study addressed an identified gap in the literature on the relationship between racial microaggressions and academic performance among African American high school students. A quantitative design was used to study the relationship between racial microaggressions and academic performance, and school connectedness as a moderating variable of this relationship. There were 417 high school students who completed the surveys. Of those students, 81 were used for the data analysis in this study because they identified as African American or Black. Results indicated that experience of racial microaggressions (from peers or from school staff) did not correlate with academic performance (GPA). Additionally, school connectedness was not found to moderate this relationship. Female students indicated more experiences with racial microaggressions than male students. Also, school connectedness was correlated with racial microaggressions such that the more racial microaggressions that students reported, the less connected they felt to the school. Furthermore, perceived racial microaggressions by school personnel were correlated with microaggressions by peers, indicating the more experiences students had of microaggressions by adults, the more they had by their peers. These results illustrated the importance of understanding students’ experiences and their environment in the school setting. Counseling implications and areas for future research are addressed and discussed.
Author: Signithia Fordham
Publisher: University of Chicago Press
ISBN: 022622998X
Category : Social Science
Languages : en
Pages : 426
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Book Description
This innovative portrait of student life in an urban high school focuses on the academic success of African-American students, exploring the symbolic role of academic achievement within the Black community and investigating the price students pay for attaining it. Signithia Fordham's richly detailed ethnography reveals a deeply rooted cultural system that favors egalitarianism and group cohesion over the individualistic, competitive demands of academic success and sheds new light on the sources of academic performance. She also details the ways in which the achievements of sucessful African-Americans are "blacked out" of the public imagination and negative images are reflected onto black adolescents. A self-proclaimed "native" anthropologist, she chronicles the struggle of African-American students to construct an identity suitable to themselves, their peers, and their families within an arena of colliding ideals. This long-overdue contribution is of crucial importance to educators, policymakers, and ethnographers.
Author: Lawrence Joseph Chatters
Publisher:
ISBN: 9780438295452
Category : African American college students
Languages : en
Pages : 0
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Book Description
African Americans remain underrepresented in higher education (Thompson, Gorin, & Chen, 2006) and experience subtle forms of racism called microaggressions (Sue et. al, 2007). The impact of microaggressions in post-secondary institutions may manifest in the achievement gaps that exist between African American and White people; moreover, they may influence the inequitable treatment of African American students by staff, teaching assistants and faculty (Ancis, Sedlacek, & Mohr, 2000; Becker & Luther, 2002). 108 African American undergraduate students at three Predominantly White Institutions (PWIs) participated. The current study employed an online survey to explore relationships of microaggressions, racial/ethnic socialization, African American racial identity, academic motivation, and mattering of African American students at PWIs, including moderating relationships. Generally, results demonstrated the following significant relationships: experiences of microaggressions were negatively related to a sense of belonging on campus and the belief that instructors were invested in their success; feeling valued on campus was significantly related to experiences of microaggressions; receiving racial stereotype messages about the cynicism of white people was negatively related to the perception that they mattered to instructors; receiving messages of racial protection and cultural insight was positively related to experiences of microaggressions. There were a number of significant relationships between mattering and intrinsic and extrinsic academic motivation. Of particular interest was a negative relationship between amotivation, mattering to instructors, and students perception that they do not belong on campus. Intrinsic motivation to experience stimulation was positively related to microaggresisons. Students' belief that others on campus regarded their culture positively was negatively associated with microaggressions Students' highly held regard for their African descent was positively associated with microaggressions. Moreover, Black Identity Nationalist Ideology significantly moderated the negative relationship between microaggresisons and mattering to instructors. The findings of the current study are an important contribution to the existing literature regarding the experiences of African American college students at PWIs. Recommendations based on the results of the current study are provided for administrators and clinicians who work with African American college students.
Author: Erin McNamara Horvat
Publisher: Rowman & Littlefield Publishers
ISBN: 074257153X
Category : Social Science
Languages : en
Pages : 268
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Book Description
Why do Blacks underperform in school? Researchers continue to pursue this question with vigor not only because Blacks currently lag behind Whites on a wide variety of educational indices but because the closing of the Black-White achievement gap has slowed and by some measures reversed during the last quarter of the 20th century. The social implications of the persistent educational 'gap' between Blacks and Whites are substantial. Black people's experience with poor school achievement and equally poor access to postsecondary education reduces their probability for achieving competitive economic and social rewards and are inconsistent with repeated evidence that Black people articulate high aspirations for their own educational and social mobility. Despite the social needs that press us towards making better sense of 'the gap,' we are, nevertheless, limited in our understanding of how race operates to affect Black students' educational experiences and outcomes. In Beyond Acting White we contend with one of the most oft cited explanations for Black underachievement; the notion that Blacks are culturally opposed to 'acting White' and, therefore, culturally opposed to succeeding in school. Our book uses the 'acting White' hypothesis as the point of departure in order to explore and evaluate how and under what conditions Black culture and identity are implicated in our understanding of why Black students continue to lag behind their White peers in educational achievement and attainment. Beyond Acting White provides a response to the growing call that we more precisely situate how race, its representations, intersectionalities, and context specific contingencies help us make better sense of the Black-White achievement gap.
Author: John U. Ogbu
Publisher: Routledge
ISBN: 1135625530
Category : Education
Languages : en
Pages : 330
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Book Description
John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. *Community factors--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.
Author: Brettjet Lyn Cody
Publisher:
ISBN:
Category :
Languages : en
Pages : 110
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Book Description
The purpose of the present study is to investigate whether feelings of school connectedness or educational value moderate the effect of cultural mistrust on academic achievement. It is hypothesized that the positive influence of school connectedness and educational value will protect against the potential negative impact of cultural mistrust on academic success. Multiple regression analysis will be used to analyze a model predicting academic achievement among African American middle school students based on their level of cultural mistrust, school connectedness, and educational value. Implications for educational programming and practice include early detection of students higher in cultural mistrust to prevent later academic disparities, recruitment of African American role models that allow for students to view that there are positive realistic outcomes, and finally foster positive interactions with school personal.
Author: Theresa Perry
Publisher: Beacon Press
ISBN: 9780807031056
Category : Education
Languages : en
Pages : 196
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Book Description
“An important and powerful book” that radically reframes the debates swirling around the academic achievement of African-American students (Boston Review) “The solutions offered by each essay are creative, inspirational, and good old common sense." —Los Angeles Times In 3 separate but allied essays, African-American scholars Theresa Perry, Claude Steele, and Asa Hilliard examine the alleged ‘achievement gap’ between Black and white students. Each author addresses how the unique social and cultural position Black students occupy—in a society which often devalues and stereotypes African-American identity—fundamentally shapes students’ experience of school and sets up unique obstacles. Young, Gifted and Black provides an understanding of how these forces work, opening the door to practical, powerful methods for promoting high achievement at all levels. In the first piece, Theresa Perry argues that the dilemmas African-American students face are rooted in the experience of race and ethnicity in America, making the task of achievement distinctive and difficult. Claude Steele follows up with stunningly clear empirical psychological evidence that when Black students believe they are being judged as members of a stereotyped group—rather than as individuals—they do worse on tests. Finally, Asa Hilliard argues against a variety of false theories and misguided views of African-American achievement, sharing examples of real schools, programs, and teachers around the country that allow African-American students to achieve at high levels. Now more than ever, Young, Gifted and Black is an eye-opening work that has the power to not only change how we talk and think about African-American student achievement but how we view the African-American experience as a whole.
Author: Carolyn R. Hodges
Publisher: Peter Lang Incorporated, International Academic Publishers
ISBN:
Category : Academic achievement
Languages : en
Pages : 124
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Book Description
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.
Author: Nancy M. Nealious
Publisher:
ISBN:
Category : Adjustment (Psychology)
Languages : en
Pages : 194
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Book Description
Racial microaggressions are subtle verbal, behavioral, and environmental racial slights occurring in the everyday lives of minorities that are frequently associated with negative mental health outcomes (e.g., depression, anxiety). This study explored the potential buffering and explicative effects of Black racial identity and spirituality on the mental health outcomes (psychological well-being and coping) of African American undergraduate and graduate students who experienced racial microaggressions. Results of the study found that five of the six subtypes of racial microaggressions, excluding Denial of Individual Racism, were negatively correlated with an Acceptance form of coping, while racial microaggression subtypes Ascription of Intelligence, Assumption of Criminality, and Assumed Superiority of White Culture were positively correlated with Negative Affect. Spirituality was not found to act as a buffer. However, the racial identity profile Pre-encounter Self-Hate (PSH) was found to mediate the relationship between the racial microaggression subtype Myth of Meritocracy and Negative Affect. Women utilized self-distraction to cope with racial microaggressions more than their male counterparts. Overall, this study draws attention to specific racial microaggression subtypes that are particularly salient for Black students in higher education. Findings also suggest further research to understand (1) the impact of microaggressions on Black graduate students and (2) possible protective factors for Black students at Christian Colleges who experience racial microaggressions. Keywords: racial microaggressions, racial identity, mental health, Black American.
Author: Andrea M. Fernandez
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 157
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Book Description
"The overt nature of racism in the United States has morphed into an insidious, covert manifestation called racial microaggression (Pierce, Carew, Pierce-Gonzalez, & Wills, 1978; Sue, Capodilupo, et al., 2007). Though not often intentional in nature, these microaggressive behaviors have become pervasive in the lives of people of color (Sue, 2010; Sue, Capodilupo, et al., 2007). Extant research reveals the harmful and cumulative effects of racial microaggressions (Sue, Nadal, et al., 2008). Researchers have also found a link between the experiences of African American students and negative psychological, health, and educational outcomes (Solórzano, Ceja, & Yosso, 2000; Sue, 2010; Watkins, Labarrie, & Appio, 2010). Much research has been done on people of color's experiences with racial microaggressions; however, few studies have given attention to why some African American college students are able to excel in microaggressive academic environments while others do not. The purpose of this study was to determine to what extent African American students at a predominantly White institution experience racial microaggression in the classroom as well as the frequency with which various types of microaggressions are encountered. A secondary purpose was to identify if there is a relationship between microaggressive encounters and academic outcomes. The final purpose was to explore whether racial identity status moderates the relationship between microaggressions and academic outcomes. Forty-seven undergraduate students participated in this study. Results indicated that students' backgrounds impact how they handle microaggressive behaviors. Implications of the findings are presented and suggestions or future research are provided."--Abstract from author supplied metadata.
