The Relationship of Self and Academic Attitudes and Academic Achievement of Negro and White Students to School Racial Composition PDF Download
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Author: James Edgar Hedgebeth
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 276
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Author: James Edgar Hedgebeth
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 276
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Author: Martin Patchen
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 406
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Author: Center for Minority Group Mental Health Programs (U.S.)
Publisher:
ISBN:
Category : Mental health
Languages : en
Pages : 706
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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: Erin McNamara Horvat
Publisher: Rowman & Littlefield Publishers
ISBN: 074257153X
Category : Social Science
Languages : en
Pages : 268
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Book Description
Why do Blacks underperform in school? Researchers continue to pursue this question with vigor not only because Blacks currently lag behind Whites on a wide variety of educational indices but because the closing of the Black-White achievement gap has slowed and by some measures reversed during the last quarter of the 20th century. The social implications of the persistent educational 'gap' between Blacks and Whites are substantial. Black people's experience with poor school achievement and equally poor access to postsecondary education reduces their probability for achieving competitive economic and social rewards and are inconsistent with repeated evidence that Black people articulate high aspirations for their own educational and social mobility. Despite the social needs that press us towards making better sense of 'the gap,' we are, nevertheless, limited in our understanding of how race operates to affect Black students' educational experiences and outcomes. In Beyond Acting White we contend with one of the most oft cited explanations for Black underachievement; the notion that Blacks are culturally opposed to 'acting White' and, therefore, culturally opposed to succeeding in school. Our book uses the 'acting White' hypothesis as the point of departure in order to explore and evaluate how and under what conditions Black culture and identity are implicated in our understanding of why Black students continue to lag behind their White peers in educational achievement and attainment. Beyond Acting White provides a response to the growing call that we more precisely situate how race, its representations, intersectionalities, and context specific contingencies help us make better sense of the Black-White achievement gap.
Author: Nancy Hoyt St. John
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 180
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Author: Center for Minority Group Mental Health Programs (U.S.)
Publisher:
ISBN:
Category : Mental health
Languages : en
Pages : 918
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Author: United States Commission on Civil Rights
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 292
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Book Description
]. -- V. 1. Report -- v. 2. Appendices.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 360
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