Author: Terry Fitzgerald Welch
Publisher:
ISBN:
Category : African American boys
Languages : en
Pages : 93

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Book Description

Author: Sandra Adomako Letterlough
Publisher:
ISBN:
Category : African American middle school boys
Languages : en
Pages : 130

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Book Description
Black male students have experienced disproportionate disciplinary actions at higher rates compared to male students of other races, which has an at-risk effect on academic achievement because of lost instructional time, poor student-teacher relationships, and decreased motivation to learn. Implementing Positive Behavior Intervention and Supports (PBIS) could help to reduce the time spent out of class due to a disciplinary issue, thus increasing the opportunity to learn. The purpose of this causal-comparative study was to determine the impact of PBIS on academic achievement and frequency of office disciplinary referrals (ODR) in a PBIS and non-PBIS alternative middle school. The sample consisted of 54 eighth grade Black male students, 24 who attended a PBIS and 30 who attended a non-PBIS middle school during the 2013-2014 school year. The researcher collected and analyzed data from both groups, which involved the examination of archival data to determine the mean test scores on the 2014 Georgia Criterion Referenced Competency Test (CRCT) Grade 8, Reading and Mathematics. This study examined if there was a statistically significant difference in mean test scores and frequencies of ODR between a PBIS and non-PBIS alternative middle school. Results of this study determined that there is no statistically significant difference in the academic achievement and frequency of ODRs in eighth grade Black male students who attended a PBIS or non-PBIS alternative middle school.

Author: Mark P. Eades
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 244

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"Research has consistently shown that African American male students have lower grade point averages (GPAs) (McGuire, 2005), lower standardized test scores (Sims, 2012), lower class level placement (Noguera, 2005), have higher dropout rates (Schott Foundation for Public Education, 2010), and lower college graduation rates (Harper, 2012) on average compared to White students in particular. School engagement, or, how a student behaves in school (behavioral engagement), feels about school (emotional engagement), and thinks about school (cognitive engagement) (Fredericks et al., 2004), has been shown to have a significant impact on student outcomes. Decreased dropout rates (Finn & Rock, 1997), higher grades (Caraway, Tucker, Reinke, & Hall, 2003; Wang & Holcombe, 2010), and lower problem behaviors (Finn et al., 1995; Eccles & Barber, 1999) have all been linked to increased school engagement. When students perceive that their teachers, parents, and peers are supportive of them, school engagement increases (Garcia-Reed, Reed, & Peterson, 2005), grades increase (Rosenfeld, Richmond, & Bowen, 2000), as well as a host of other positive school related outcomes (Demaray & Malecki, 2002). However, connections between social support, school engagement, and student outcomes in African American male high school students are non-existent./DISS_para DISS_para The current study fills the identified gaps by uncovering how social support and school engagement relate to African American male high school students' grades. Additionally, this research project examines if behavioral, emotional, and/or cognitive school engagement mediates the significant pathways from parent, teacher, and peer support to grades. Multiple regression analyses indicated that student GPA increases when students report increased behavioral engagement and GPA decreases when students report increased peer support. Additionally, when students report increased teacher support, emotional school engagement and behavioral school engagement are also likely to increase. Implications for the results of the current study and future directions are discussed."--Abstract from author supplied metadata.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 582

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Author: Lawrence L. Scott
Publisher: Universal-Publishers
ISBN: 1612337627
Category : Social Science
Languages : en
Pages : 129

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The purpose of this qualitative study was to explore the experiences and perceptions of 10 selected academically successful African American male leaders. In this study, "academic success" was defined as these African American men who attained a master's or postgraduate degree such as a M.D., Ph.D., or J.D. Even though there is bountiful research on the deficiencies in the lives of African American males, it is still unclear what conditions lead African American men to higher educational attainment. The goal of this study was to also add to the deficient, ever-emerging body of research in the area of African American male educational attainment, while providing viable solutions that speak to the plights of African American males from all educational backgrounds and experiences. Using a basic interpretive qualitative inquiry format, the research questions focused on (a) how professional and familial social capital is related to academic success, (b) the participant's perception of the role of resilience in the pursuit of academic attainment, and (c) how does self-efficacy influence academic success for these African American male participants? This research analyzed recurring themes from these participants, who were solicited because they can provide expert testimony on how an African American male can achieve academically. The inquiry produced three recurring themes: Self-Belief and Identity, Social Network and Support, and Faith, Spirituality, and Inspiration. After a comprehensive qualitative analysis of the themes, the following categories emerged: Resilience Over Faulty Mindsets; Competition; Above Mediocrity; Social Network and Support; Family; Positive Influences, Mentors, and Peers; Opportunities; Faith, Spirituality, and Inspiration; Faith in a Higher Power; and Historical Responsibility. All the participants identified Social Network and Support as a major factor in their academic success. Most participants credited a parent, peer, mentor, or teacher as the most influential person that helped them throughout their educational pursuits.

Author: Malik S. Henfield
Publisher: IAP
ISBN: 1681231964
Category : Education
Languages : en
Pages : 250

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Book Description
Discussions and research related to the salience of Black male student needs and development in relation to their general success and well?being is well?documented in many fields. Indeed, many studies have found that healthy masculine identity development is associated with a number of positive outcomes for males in general, including Black males. In school counseling literature, however, this discussion has been relatively absent—particularly regarding those students living in urban contexts. Indeed, research devoted to the study of Black males in the school counseling literature focuses almost exclusively on race and issues associated with its social construction with only cursory, if any, attention given to their masculine identity development as a function of living in urban communities and attending urban schools. Based on this lack of information, it is probably a safe assumption that intentional, systematic, culturally relevant efforts to assist Black males in developing healthy achievement and masculine identities based on their unique personal, social, academic experiences and future career goals are not being applied by school counselors concerned with meeting students’ needs. School counselors are in a unique position, nonetheless, to lend their considerable expertise—insights, training and skills—to improving life outcomes among Black males—a population who are consistently in positions of risk according to a number of quality of life indicators. Without knowledge and awareness of Black males’ masculine identity development in urban areas, coupled with the requisite skills to influence the myriad factors that enhance and impede healthy development in such environments, they are missing out on tremendous opportunities which other professions appear to understand and, quite frankly, seem to take more seriously. As such, this book proposes to accomplish two specific goals: 1. Highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends. 2. Encourage school counselors to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender. The first rationale for this book, then, is to highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends (e.g., standards?based accountability practices) in urban environments. However, I recognize the role of school counselors has never been fully integrated into educational reform programs. As such, their positions are often unregulated and determined by people in positions of power who do not understand their training, job?specific standards and, thus, potential impact on the lives of Black male students. As a result, their vast potential to develop strong interventions designed to address the myriad racial and masculine factors that serve to enhance and impede Black males’ academic achievement is often unrealized. Therefore, the second reason for this special issue is to include the scholarship of professional school counselors and counselor educators with policy change in mind. Scholars will be invited to contribute manuscripts that explore race, masculinity and academic achievement in relation to the role of school counselors. This is designed to encourage school counselors and counselor educators to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.

Author: Jamel Jernigan
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 26

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Author: Dwight A. Hood
Publisher:
ISBN: 9781109857474
Category : African American students
Languages : en
Pages : 101

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This study sought to examine the effects of positive peer reporting (PPR) on observed on-task behaviors and teacher perceptions of academic competence for a sample of African-American male students in grades 6 through 8 diagnosed as emotionally disturbed (ED). Observational measures of on-task behavior and teacher ratings of academic competence for African-American male ED students receiving positive peer reports in a self-contained classroom were compared to observational measures of on-task behavior and teacher ratings of academic competence for African-American male ED students receiving positive peer reports in an inclusion setting.

Author: Hugh J. Harmon
Publisher: Lulu.com
ISBN: 0557058228
Category : Education
Languages : en
Pages : 120

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Book Description
African American males are failing out of high school, retained in the elementary grades, and funneled to special education programs at far greater levels than their peers are. An educated black young man has almost become an oxymoron in America's urban enclaves, and the U.S. education system seems to be ill equipped to finger the cause of this tragedy in educational outcomes. This is behind the backdrop of measured peaks of progress in income level, home ownership and forays into the realm above the proverbial glass ceiling of corporate America for many African Americans. Why does this achievement gap persist despite the achievements in other areas? Why is it still only a few who somehow manage to beat the odds?

Author: Lisa A. Rafferty
Publisher:
ISBN:
Category :
Languages : en
Pages : 139

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Book Description
Although students with emotional disturbance are commonly known for their social behavioral deficits, they often have academic deficits as well. Unfortunately, much of the intervention research and many of the practices used with this population focus upon their social behavioral deficits and fail to recognize the need to ameliorate their academic deficits. Clearly, there is a need to identify research-based interventions that focus on improving both the social behavioral and academic deficits exhibited by students with emotional disturbance. The purpose of this study was to examine the differential effects of self-monitoring of attention (SMA) versus self-monitoring of performance (SMP) on the academic and social behaviors of six, elementary-aged, African American males identified as having emotional and/or behavioral disabilities. This study employed the use of two multiple baseline across participants designs, counterbalanced across two classroom settings. The results suggest that both interventions were successful in increasing academic and attentional levels for all of the participants. Although neither of the interventions was found be superior for all of the students on the attentional variable, three of the students performed better academically when using the SMP procedures. For two of the students, the academic results were inconclusive; the student identified as other health impaired performed better academically while using the SMA intervention. The findings, social validity data, classroom implications, and suggestions for future research are discussed.