The Academic and Social Impact of Cultural Intersection on African American Male Middle School Students PDF Download
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Author: Telly Savalas Brannon
Publisher:
ISBN:
Category : African American children
Languages : en
Pages : 310
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Book Description
Author: Telly Savalas Brannon
Publisher:
ISBN:
Category : African American children
Languages : en
Pages : 310
Get Book Here
Book Description
Author: Telly Savalas Brannon
Publisher:
ISBN:
Category : African American children
Languages : en
Pages : 292
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Book Description
Author: Angel L. Harris
Publisher: Harvard University Press
ISBN: 0674264347
Category : Social Science
Languages : en
Pages : 335
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Book Description
Understanding the causes of the racial achievement gap in American education—and then addressing it with effective programs—is one of the most urgent problems communities and educators face. For many years, the most popular explanation for the achievement gap has been the “oppositional culture theory”: the idea that black students underperform in secondary schools because of a group culture that devalues learning and sees academic effort as “acting white.” Despite lack of evidence for this belief, classroom teachers accept it, with predictable self-fulfilling results. In a careful quantitative assessment of the oppositional culture hypothesis, Angel L. Harris tested its empirical implications systematically and broadened his analysis to include data from British schools. From every conceivable angle of examination, the oppositional culture theory fell flat. Despite achieving less in school, black students value schooling more than their white counterparts do. Black kids perform badly in high school not because they don’t want to succeed but because they enter without the necessary skills. Harris finds that the achievement gap starts to open up in preadolescence—when cumulating socioeconomic and health disadvantages inhibit skills development and when students start to feel the impact of lowered teacher expectations. Kids Don’t Want to Fail is must reading for teachers, academics, policy makers, and anyone interested in understanding the intersection of race and education.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 640
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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: Christine E. Sleeter
Publisher: Multicultural Education
ISBN: 0807763454
Category : Education
Languages : en
Pages : 177
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Book Description
"Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'"--
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: Nicola Rollock
Publisher: Routledge
ISBN: 1317583906
Category : Education
Languages : en
Pages : 220
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Book Description
How do race and class intersect to shape the identities and experiences of Black middle-class parents and their children? What are Black middle-class parents’ strategies for supporting their children through school? What role do the educational histories of Black middle-class parents play in their decision-making about their children’s education? There is now an extensive body of research on the educational strategies of the white middle classes but a silence exists around the emergence of the Black middle classes and their experiences, priorities, and actions in relation to education. This book focuses on middle-class families of Black Caribbean heritage. Drawing on rich qualitative data from nearly 80 in-depth interviews with Black Caribbean middle-class parents, the internationally renowned contributors reveal how these parents attempt to navigate their children successfully through the school system, and defend them against low expectations and other manifestations of discrimination. Chapters identify when, how and to what extent parents deploy the financial, cultural and social resources available to them as professional, middle class individuals in support of their children’s academic success and emotional well-being. The book sheds light on the complex, and relatively neglected relations, between race, social class and education, and in addition, poses wider questions about the experiences of social mobility, and the intersection of race and class in forming the identity of the parents and their children. The Colour of Class: The educational strategies of the Black middle classes will appeal to undergraduates and postgraduates on education, sociology and social policy courses, as well as academics with an interest in Critical Race Theory and Bourdieu. The Colour of Class was awarded 2nd prize by the Society for Educational Studies: Book Prize 2016.
Author: Francine Stevens
Publisher:
ISBN:
Category :
Languages : en
Pages : 556
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Book Description
The purpose of this study was to examine the relationship between middle/high school students' racial identity, religious participation, and perception of stereotype threat and the effect on student educational outcomes (student engagement, student achievement, academic identification, withdrawal, and dropout). The focus of this study was on African American students who participate in church-related religious activity on a regular basis. The Black community church has long provided the vehicle for the open expression of African American social, political, and educational discourse and organization needed to enact critically needed community change efforts. Environment assets such as the community Black church involvement for African American students may prove to hold resources for overcoming the achievement gap. When African Americans as a church community taught students who were denied access to public schools, the curriculum was culturally relevant and the teachers shared the same values, beliefs, traditions, and custom as the students they taught (hooks, 1992). This contributed to students' feeling of belonging and identity and provided critical social capital, which is significant for African American student learning and development as a marginalized ethnic group. The literature reviewed for this study provides a discussion of four themes. The first theme examines the theoretical frames informing this study. These include: racial identity theory, critical race theory, stereotype threat theory, community cultural wealth, and critical social capital. The second theme provides a clear cultural context for the understanding and interpretation of the social and political climate of the study. This theme reviews the concept of race, racial socialization, and institutional racism as a pretense of the sociopolitical institutions and agencies in society, particularly education. The third theme explores the importance of youth development and community-based organizations in building self-esteem, racial identity development, and ethnic efficacy of adolescents. This includes the significance of the Black church community for African Americans politically, socially, and spiritually in racial identity development and ethnic pride. The fourth theme reviews the educational implications and outcomes these social and cultural factors have for African American middle/high school students attending American public schools. The research design was mixed-method, quantitative and qualitative. Data was collected from a 36-question self-reported survey, focus group activity, and adult interviews, which were transcribed and analyzed for patterns and themes. The researcher utilized the linkages among the various data sources through coding, categories, and concepts to identify relevant findings related to the research questions. The researcher then triangulated the various data sources to build an understanding of student subjects' experience of their world and the implication for educational outcomes. The findings indicated there were both statistically significant (p= .05 or less) and statistically suggestive (p=.10 or less) correlations between racial identity, religious participation, and stereotype threat and the impact on education outcomes such as grade point average, academic identity, academic engagement, social acceptance, future aspirations, as well as self-handicapping and academic disengagement. Students who experience stereotype threat without the buffer of resilience-making support, are more likely to participate in self handicapping and disengaging behavior over time. Steele (1994) suggested that these are the very students who eventually withdraw and/or drop out of school. The cost to the nation and states for students failing to complete high school is measured in billions of dollars. In addition, for students who drop out of school, the cost in human potential is priceless. The concluding chapter discusses the implications of the study including implications for transformational leadership, policy implications, and suggests future research studies with the final reflection of the researcher. It is imperative that researchers, educators, and policymakers explore the influencing factors and cultural assets of African Americans in their efforts to close the achievement gap, a persistent phenomenon that continues to undermine the national security and economic stability of the United States. The cost to the nation for students who do not complete high school or are unable to function and contribute as citizens is catastrophic. This study attempts to provide some possibilities for further knowledge and understanding research and reform efforts.
Author: Shanell Latrice Brumfield
Publisher:
ISBN:
Category :
Languages : en
Pages : 282
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Book Description
