The Effect of "acting White," Parental Support, Racial Identity, and Academic Competence on African American Students' Academic Achievement PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effect of "acting White," Parental Support, Racial Identity, and Academic Competence on African American Students' Academic Achievement PDF full book. Access full book title The Effect of "acting White," Parental Support, Racial Identity, and Academic Competence on African American Students' Academic Achievement by Deitra Gibson. Download full books in PDF and EPUB format.
Author: Deitra Gibson
Publisher:
ISBN:
Category :
Languages : en
Pages : 88
Get Book Here
Book Description
Author: Deitra Gibson
Publisher:
ISBN:
Category :
Languages : en
Pages : 88
Get Book Here
Book Description
Author: Erin McNamara Horvat
Publisher: Rowman & Littlefield
ISBN: 9780742542730
Category : Education
Languages : en
Pages : 268
Get Book Here
Book Description
Beyond Acting White broadens the extant conversation on the Black-White achievement gap that has been dominated by the notion that Blacks underperform in school because they fear (being accused of) 'acting white.' The authors elucidate the limitations of this explanation by presenting new research that theorizes race as a social phenomenon, unmasks the heterogeneity of the Black experience, and contends with the specifics of social context in the culture and organization of schools and communities.
Author: John U. Ogbu
Publisher: Routledge
ISBN: 1135625530
Category : Education
Languages : en
Pages : 330
Get Book Here
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:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
A 1986 ethnographic study by Signithia Fordham and John Ogbu sparked controversy among education researchers by suggesting an acting white effect could be a source of the black-white achievement gap in U.S. public schools. The researchers suggested that black students socialize their peers into thinking that academic practices such as studying are associated with a white culture oppositional to their own. This pressure against acting white then inhibits school effort among black students, thereby depressing their academic performance. In response to Fordham and Ogbus acting white theory, researchers have sought to verify the authors findings with quantitative data. Most of these studies counter the acting white hypothesis. Conversely, a recent study by Roland Fryer and Paul Torelli finds empirical evidence supporting the theory that black students do poorly in school because of social pressures. The study, however, uses artificial measures of social standing to support its findings. Using the same nationally representative dataset as Fryer and Torelli, but improved measures of social pressures, this paper examines if and how social pressures are related to academic effort and achievement, as well as how these relationships may differ by race. Ultimately, this paper aims to clarify the degree to which social expectations influence student effort in order to identify sources of the black-white achievement gap.
Author: Kathryn Sarzyniak
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838307176
Category : Achievement motivation in children
Languages : en
Pages : 60
Get Book Here
Book Description
This book researches the achievement gap between Black and white students and theorizes that Black students associate scholastic achievement with 'acting white' or 'selling out' African American culture. This claim is evidenced with research that focuses on academic salience, academic futility, and racial identity. The historical and educational background as well as coping strategies of African Americans are explored to determine the origin and explanations for this sentiment. Furthermore, this book considers the implications of Ebonics, African American students' dialect, in the classroom. Code-switching is noted as a means of effectively making conscious decisions about what form of language is appropriate in varying contexts. Lastly, culturally relevant teaching strategies which involve students in code-switching, literary analysis, and critical thinking are shared. These strategies offer insights on how to alter African American students' perceptions about academic success and enable students to embrace learning as a rich part of their cultural identity and a necessary step for their future.
Author: Karolyn Tyson
Publisher: Oxford University Press
ISBN: 0199793018
Category : Social Science
Languages : en
Pages : 240
Get Book Here
Book Description
An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, Integration Interrupted argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, Karolyn Tyson shows how equating school success with "acting white" arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about "the burden of acting white" emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The rich narratives in Integration Interrupted throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how we organize our schools.
Author: Richard M. Lerner
Publisher: John Wiley & Sons
ISBN: 0470149213
Category : Psychology
Languages : en
Pages : 801
Get Book Here
Book Description
The study of and interest in adolescence in the field of psychology and related fields continues to grow, necessitating an expanded revision of this seminal work. This multidisciplinary handbook, edited by the premier scholars in the field, Richard Lerner and Laurence Steinberg, and with contributions from the leading researchers, reflects the latest empirical work and growth in the field.
Author:
Publisher: Routledge
ISBN: 1136912878
Category :
Languages : en
Pages : 238
Get Book Here
Book Description
Author: Theodore S. Ransaw
Publisher: Routledge
ISBN: 1000209997
Category : Education
Languages : en
Pages : 186
Get Book Here
Book Description
This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.
Author: Judith L. Meece
Publisher: Routledge
ISBN: 1135283877
Category : Education
Languages : en
Pages : 534
Get Book Here
Book Description
Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
