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Author: Kimberly C. Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Kimberly C. Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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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: Michael Oládèjo Afoláyan
Publisher:
ISBN:
Category :
Languages : en
Pages : 430
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Author: Dennisha Murff
Publisher: IAP
ISBN: 1641139188
Category : Education
Languages : en
Pages : 149
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In Culturally Responsive Pedagogy: Promising Practices for African American Male Students, I take us on a journey into teachers’ perceptions of the impact of implementing culturally responsive pedagogical (CRP) practices on the student learning outcomes of African American male students. The book also helps to identify teachers’ perceptions of the CRP strategies needed in the elementary school setting to address the diverse needs of African American male students. I share the story of educators from a large, diverse elementary school in an urban school district, who have made it their mission to provide African American male students with culturally responsive learning environments where they can thrive. Throughout the book, I make it clear that the implementation of CRP practices has a direct impact on the student learning outcomes of African American male students. The book provides additional research into the existing literature on CRP practices. Through a case study approach, my work allows for additional insight into the potential impact of CRP practices on the student learning outcomes of African American male students in an urban elementary school setting. The book takes us on a journey of highs and lows, ups and downs, and failures and successes. Throughout the book, rich, detailed stories and descriptions are shared based on classroom observations, interviews, and student learning outcomes collected from three elementary school teachers from diverse backgrounds and various years of experience. Classroom observations were conducted using the Culturally Responsive Instruction Observation Protocol™ (CRIOP) instrument to assess the practices being implemented in the classroom. As I focused on the hard realities that face African American male students in today’s classrooms, I identified six emerging themes, including one overarching emerging theme, and three promising practices that surfaced during my research. The CRP practices implemented proved helpful toward increasing learning outcomes for African American male students, and, ultimately, closing the achievement gap. As an African American educator, I have been able to see how the lack of culturally responsive practices creates learning obstacles for African American male students. These learning obstacles continue to plague a group that has been historically marginalized in our society. The implementation of CRP practices provides educators with an avenue to remedy a social justice issue that has plagued our nation for years. The information shared in this book can be beneficial for all those invested in closing the achievement gap and increasing student learning outcomes through the use of culturally responsive practices, including pre-service and in-service teachers, administrators, caregivers, community advocates, educational researchers, and policy makers.
Author: Julia Camille Ransom
Publisher:
ISBN:
Category :
Languages : en
Pages : 230
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Book Description
Black males are more likely than others to attend alternative education programs and schools (McCall, 2003; Howard, 2008). Alternative high schools and programs tend to serve a disproportionate number of male students, students of color, at risk students, and economically disadvantaged students (McNulty & Roseboro, 2009; Watson, 2011). A significant number of Black male students will pursue the GED credential in these programs. This ethnographic study focuses on Black male students who have dropped out of traditional high school prior to attending a GED program in a Northeastern city. This study addresses the following questions: How do Black males' perceptions of caring and educational experiences in an alternative GED program differ from experiences in their former traditional high school? This study uses an intersectionality theoretical framework. As Black males are more likely to attend alternative schools, prioritizing race, gender, and class are essential in this study. Findings indicate that students experience more caring environments in the alternative GED program. The results also indicate that students' experiences in their formal high schools are fraught with disciplinary problems and uncaring environments.
Author: Christopher Dunbar
Publisher: Peter Lang Incorporated, International Academic Publishers
ISBN:
Category : Education
Languages : en
Pages : 160
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This book is about the experiences of a group of middle school students and the administration, faculty and staff responsible for meeting their educational needs. These students have been removed from the traditional public school environment and placed in an alternative school program in lieu of expulsion. Christopher Dunbar Jr. urges educators and policymakers to reevaluate their goals and methods when thinking about what is best for these children.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 266
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Book Description
African American male students comprise a significant majority of urban public high schools. At the same time, African American males are the lowest achieving demographics of students. They are placed in special education, suspended, expelled, and drop out at rates much higher than any other racial group (Nogerua, 2003). African American male students are clearly in crisis. Student perceptions of teacher expectations have a role in the schooling of African American males. Urbanicity also has considerable significance in the schooling of African American males. Therefore, the rpimary purpose of this study was to provide educators a critical assessment of what is being experienced in an urban classroom by African American males. This study sought to examine the intersectionality of gender, race, and Urbanicity in a Midwestern high school. In this qualitative, phenomenological case study, I examined schooling experiences through the eyes of current urban African American male students. The thirteen African American males interviewed were the best resource to address student perceptions of teacher expectations at Midwestern High School. Five themes emerged from the research findings: student engagement, caring teacher behaviors, negative teacher attitudes, differential treatment, and racism as normal. Collectively, these themes provided the basis for understanding the schooling experiences of the participants. The research findings revealed that student's perceived low expectations from teacher messages and they also perceived that race influenced the academic underachievement of African American males at Midwestern High School.
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: Na'ilah Suad Nasir
Publisher: Teachers College Press
ISBN: 080777751X
Category : Education
Languages : en
Pages : 148
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Book Description
“We Dare Say Love” takes up the critically important issue of what it means to educate Black male students in a large urban district. It chronicles the development and implementation of the African American Male Achievement Initiative in Oakland Unified School District, following a small group of Black male educators who changed district policy and practice to create a learning experience for Black boys rooted in love. The book takes readers inside the classrooms and inside the heads and hearts of program founders, leaders, and instructors to understand their pedagogy of care. It also elucidates the rituals, beliefs, and practices that created a classroom environment that held high expectations for the engagement and achievement of Black boys and provided a space for Black male students to blossom. “This book offers an anti-deficit, anti-essentialist perspective of Black males’ performance in schools and gives nuance to the stark realities that young men face—some thriving, some struggling, some making progress, others seeking a place to be recognized for their full human potential.” —From the Afterword by Tyrone C. Howard, professor of education, UCLA and author of Black Male(d): Peril and Promise in the Education of African American Males “Chapters capture the multiple dimensions of collaborations and partnerships required for such systemic change, one of which is a fundamental wrestling with the metanarratives in the United States and elsewhere around the Black body and in particular the Black male. We can all learn revealing lessons of struggle and victory from the chapters of this volume.” —Carol D. Lee, Edwina S. Tarry Professor of Education and Social Policy, Northwestern University Contributors: Baayan Bakari, Christopher P. Chatmon, Shawn Ginwright, Jarvis R. Givens, Jerome Gourdine, Gregory Hodge, Tyrone C. Howard, Jahi, Patrick Johnson, Na’ilah Suad Nasir, David Philoxene, kihana miraya ross, Maxine McKinney de Royston, Pedro A. Noguera, Sepehr Vakil
Author: Traci M. Cohen Dennis
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 324
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Book Description
Many urban school districts in the United States now offer students nontraditional placement options. The alternative school is an option for students who have dropped out of the traditional high school, have academic or behavioral challenges or have been expelled. As African American students in urban school districts are currently overrepresented in alternative schools, the problem this study addressed was the need to better understand the lived experiences of African American students in these settings. The study specifically focused on 18-24-year-old students and examined how their perceptions of the school environment, their educational opportunities and their teachers impacted their achievement, motivation and educational outcomes. To capture diverse perspectives, participants were selected from two alternative schools in a large urban school district in the Northeast region. Data were collected through one on one and focus group interviews, classroom observations and field notes. Through an examination of the lived experiences and perceptions of African American students in these settings, the researcher endeavored to understand whether alternative high schools are meeting African American students' educational needs. The research questions that were examined are: (1) How do African American students in urban secondary alternative schools describe their lived experiences related to success, empowerment and motivation, (2) How do African American students in urban secondary alternative schools perceive the environment/culture and the educational opportunities available to them, and (3) How do African American students in urban secondary alternative schools describe the teachers who push them to excel and succeed? The six emerging themes from this study were: a) maturity and self-advocacy; b) a better opportunity/a positive climate; c) feeling respected and heard; d) it takes a village; e) relevant and rigorous instruction; and f) absence of discontinuity. Study participants reported that caring and supportive relationships with teachers, staff and administrators, a positive school climate and multiple options and resources in alternative schools have helped them to overcome challenges that they face. The participants also noted culturally responsive teaching, school cohesion and cultural congruity as factors which contribute to their motivation and success and keep them on track to graduate despite obstacles that they encounter.
