The Relationship Among Cultural Identity, Academic Self-concept, Disidentification, and Academic Achievement in African American Students PDF Download
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Author: White Danita
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 104
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Book Description
Author: White Danita
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 104
Get Book Here
Book Description
Author: Karen Powell Sears
Publisher:
ISBN:
Category :
Languages : en
Pages : 264
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Book Description
Author: Olga M. Welch
Publisher: State University of New York Press
ISBN: 1438423802
Category : Education
Languages : en
Pages : 158
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Book Description
At a time when increased emphasis is placed on pre-college preparation of disadvantaged students, the number of African American students entering colleges and universities continues to decline and the achievement gaps between these students and their White peers persist. While many enrichment programs report impressive gains, little research on these programs contains the perspective of the Black students. This book presents the results of a longitudinal study of academic achievement and pre-college enrichment of disadvantaged African American adolescents in two inner-city high schools. Through its presentation and analysis of the students' perceptions of pre-college enrichment seen in relation to their definitions of scholarship and the discussion of findings related to parent and teacher involvement, this book provides fresh perspectives on the school experiences of Black adolescents and offers important insights for those involved in both the development and evaluation of enrichment programs.
Author: Stacie Craft DeFreitas, PhD
Publisher: Springer Publishing Company
ISBN: 0826150063
Category : Psychology
Languages : en
Pages : 362
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Book Description
This innovative text is the first to examine the contemporary psychological experience of African Americans through the lens of a positive, strengths-based model. It combats the deficit perspective that has permeated the psychological literature about African Americans by focusing on the strengths that have facilitated their growth and resilience—while also considering existing challenges and struggles. The author examines in depth the major areas of psychological research across family, peer, and romantic relationships, education, work, ethnic-racial socialization and identity, prosocial behavior and civic engagement, and the mental and physical health of African Americans today. With a focus on real life applications, the text includes pedagogical elements introducing topics in Current Events, Interventions in Practice, Individual Issues, African Cultural Values, and Media and Technology. Additional features include learning objectives in each chapter, discussion questions, a closing summary, an extensive trove of additional resources, and PowerPoints and a sample syllabus for instructors. Print version of book includes free, searchable, digital access to the entire contents. Key Features: Serves as the first text to examine African American psychology from a strengths-based perspective Grounded in a lifespan perspective Focuses on ethnic-racial socialization and ethnic-racial identity Addresses mental and physical health Demonstrates how communities have used strength-based techniques to achieve positive outcomes Integrate values common to Western Africa Includes learning objectives, discussion questions, closing summary, and boldfaced key terms Provides PowerPoints and a sample syllabus
Author: Joe R. Feagin
Publisher: Routledge
ISBN: 1134718411
Category : Social Science
Languages : en
Pages : 212
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Book Description
The Agony of Education is about the life experience of African American students attending a historically white university. Based on seventy-seven interviews conducted with black students and parents concerning their experiences with one state university, as well as published and unpublished studies of the black experience at state universities at large, this study captures the painful choices and agonizing dilemmas at the heart of the decisions African Americans must make about higher education.
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: Aaron M. Johnson
Publisher: Teachers College Press
ISBN: 0807761052
Category : Education
Languages : en
Pages : 225
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Book Description
Through research data and conversations among teachers, "A Walk in Their Kicks" explores the impact that trauma has on the lives of African American students, examines how teachers' perceptions of these students influence text selection and instruction, and identifies the conditions that need to be present to engage African American male students in literacy. The author believes that literacy gave him a future as an African American male. He calls for educators to transform schools into environments that are free of negative assumptions about African American males and provides recommendations for engaging in this work. -- From publisher's description.
Author: Denise W. Coley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 194
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Book Description
African American students have historically been labeled as underachievers in the arena of education (Battin-Pearson, Newcomb, Abbot, Hill, Catalano & Hawkins, 2000; Entwisle, 1990; Mickelson, 1990; Kazdin, 1993). Numerous explanations such as education being seen primarily as a White domain, that African Americans who strive to achieve an education are often seen as not being Black enough or that Blacks will be rejected by their peers and community for wanting to be "White" (Fordham & Ogbu, 1986), have been suggested to explain the underachievement of African American students. Others have questioned if the poor performance demonstrated by African American students might be attributed to problems with students' lack of connection with their Afrocentric/racial identity (Datnow & Cooper, 1997; O'Connor, 1997; Sellers, Chavous & Cooke, 1998; Taylor, Casten, Flickinger, Robert & Fulmore, 1994). This study examined three research questions: (1) Is there a relationship between Black students' Afrocentric identity and academic achievement? (2) Is there a relationship between Black students' academic self-concept as related to their racial identity? (3) Is there a relationship between Afrocentric identity and students' desire to attend college? Participants included 84 Black high school senior adolescents from local high schools. Participants were asked to complete four measures to examine racial identity, academic self-concept and academic achievement. The results indicated that there was a significant correlation between racial identity (internalization stage) and academic self-concept. While there was a significant correlation between racial identity and academic self-concept, GPA scores appeared to be a better predictor of academic achievement. Results also indicated that awareness of one's identity, affirmation of Black life, and the development of Black people had a negative impact on one's overall academic performance (GPA). These findings raised issues about racial identity and the desire to achieve academically among African American high school seniors.
Author: Faye Z. Belgrave
Publisher: Springer
ISBN: 149391717X
Category : Psychology
Languages : en
Pages : 179
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Book Description
This book discusses current research on identity formation, family and peer influences, risk and resilience factors, and concepts of masculinity and sexuality in African American boys. Sorting out genuine findings from popular misconceptions and misleading headlines, this concise and wide-ranging reference covers the crucial adolescent years, ages 11-16, acknowledging diversity of background and experience in the group, and differences and similarities with African American girls as well as with other boys. In addition, the authors review strengths-based school and community programs that harness evidence and insights to promote pro-social behavior. Featured areas of coverage include: The protective role of ethnic identity and racial socialization. Family management, cohesion, communication, and well-being. Development and importance of peer relationships. Health and well-being. Theoretical perspectives on educational achievement. Factors that contribute to delinquency and victimization. What works: effective programs and practices. African American Boys is an essential resource for a wide range of clinicians and practitioners – as well as researchers and graduate students – in school and clinical child psychology, prevention and public health, social work, mental health therapy and counseling, family therapy, and criminal justice.
Author: Andrew J. Fuligni
Publisher: Russell Sage Foundation
ISBN: 1610442334
Category : Education
Languages : en
Pages : 283
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Book Description
Since the end of legal segregation in schools, most research on educational inequality has focused on economic and other structural obstacles to the academic achievement of disadvantaged groups. But in Contesting Stereotypes and Creating Identities, a distinguished group of psychologists and social scientists argue that stereotypes about the academic potential of some minority groups remain a significant barrier to their achievement. This groundbreaking volume examines how low institutional and cultural expectations of minorities hinder their academic success, how these stereotypes are perpetuated, and the ways that minority students attempt to empower themselves by redefining their identities. The contributors to Contesting Stereotypes and Creating Identities explore issues of ethnic identity and educational inequality from a broad range of disciplinary perspectives, drawing on historical analyses, social-psychological experiments, interviews, and observation. Meagan Patterson and Rebecca Bigler show that when teachers label or segregate students according to social categories (even in subtle ways), students are more likely to rank and stereotype one another, so educators must pay attention to the implicit or unintentional ways that they emphasize group differences. Many of the contributors contest John Ogbu's theory that African Americans have developed an "oppositional culture" that devalues academic effort as a form of "acting white." Daphna Oyserman and Daniel Brickman, in their study of black and Latino youth, find evidence that strong identification with their ethnic group is actually associated with higher academic motivation among minority youth. Yet, as Julie Garcia and Jennifer Crocker find in a study of African-American female college students, the desire to disprove negative stereotypes about race and gender can lead to anxiety, low self-esteem, and excessive, self-defeating levels of effort, which impede learning and academic success. The authors call for educational institutions to diffuse these threats to minority students' identities by emphasizing that intelligence is a malleable rather than a fixed trait. Contesting Stereotypes and Creating Identities reveals the many hidden ways that educational opportunities are denied to some social groups. At the same time, this probing and wide-ranging anthology provides a fresh perspective on the creative ways that these groups challenge stereotypes and attempt to participate fully in the educational system.
