Understanding the Experience of High-achieving Black-American Students who Migrated from Disadvantaged Inner-city Areas to an Affluent Suburb 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 Understanding the Experience of High-achieving Black-American Students who Migrated from Disadvantaged Inner-city Areas to an Affluent Suburb PDF full book. Access full book title Understanding the Experience of High-achieving Black-American Students who Migrated from Disadvantaged Inner-city Areas to an Affluent Suburb by Xiaoqi Yu. Download full books in PDF and EPUB format.
Author: Xiaoqi Yu
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 234
Get Book Here
Book Description
Minority suburbanization has been a fast growing demographic shift in the United States during the first decade of the 21st century. The increasing influx of Black students to the suburbs presents new challenges to the schools in improving the academic performance of Black students. Considering the deep inequalities in institutions, family circumstances, and societal conditions between the inner city areas and affluent suburbs, an urban to suburban transition imposes serious challenges to Black students and their academic performance specifically. Departing from the more common, deficit orientation in studying Black academic performance, this study takes an anti-deficit approach using an interpretive qualitative methodology to examine the tapestry of the cultural and socio-economic translocation experience and its impact on high-achieving Black students. Using a combination of socio-cognitive acculturation theory, critical race theory (CRT), and ecological framework as the theoretical grounding, this study recognized Black students as experts on their experiential realities and capable to offer counter narratives concerning their translocation experience and success. The findings revealed contextual details of conditions and adjustments involved in these high-achieving Black students' journey to achievement, and thereby contribute meaningfully to the enduring discourse on Black academic achievement. Explicitly, the combined importance of cultural competence and awareness, individual agency and accountability, parental support and discipline, caring teachers and engaging instructions appeared to offset the challenges induced by social location and social location change.
Author: Xiaoqi Yu
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 234
Get Book Here
Book Description
Minority suburbanization has been a fast growing demographic shift in the United States during the first decade of the 21st century. The increasing influx of Black students to the suburbs presents new challenges to the schools in improving the academic performance of Black students. Considering the deep inequalities in institutions, family circumstances, and societal conditions between the inner city areas and affluent suburbs, an urban to suburban transition imposes serious challenges to Black students and their academic performance specifically. Departing from the more common, deficit orientation in studying Black academic performance, this study takes an anti-deficit approach using an interpretive qualitative methodology to examine the tapestry of the cultural and socio-economic translocation experience and its impact on high-achieving Black students. Using a combination of socio-cognitive acculturation theory, critical race theory (CRT), and ecological framework as the theoretical grounding, this study recognized Black students as experts on their experiential realities and capable to offer counter narratives concerning their translocation experience and success. The findings revealed contextual details of conditions and adjustments involved in these high-achieving Black students' journey to achievement, and thereby contribute meaningfully to the enduring discourse on Black academic achievement. Explicitly, the combined importance of cultural competence and awareness, individual agency and accountability, parental support and discipline, caring teachers and engaging instructions appeared to offset the challenges induced by social location and social location change.
Author: Vilma Seeberg
Publisher: Routledge
ISBN: 1000361969
Category : Education
Languages : en
Pages : 203
Get Book Here
Book Description
This timely volume presents powerful stories told by Black families and students who have successfully negotiated a racially fraught, affluent, and diverse suburban school district in America, to illustrate how they have strategically contested sanctioned racist practices and forged a path for students to achieve a high-quality education. Drawing on rich qualitative data collected through interviews and interactions with parents and kin, students, community activists, and educators, Family Engagement in Black Students’ Academic Success chronicles how pride in Black American family history and values, students’ personal capabilities, and their often collective, proactive challenges to systemic and personal racism shape students’ academic engagement. Familial and collective cultural wealth of the Black community emerges as a central driver in students’ successful achievement. Finally, the text puts forward key recommendations to demonstrate how incorporating the knowledge and voices of Black families in school decision making, remaining critically conscious of race and racial history in everyday actions and longer term policy, and pursuing collective strategies for social justice in education, will help eliminate current opportunity gaps, and will counteract the master narrative of underachievement ever-present in America. This volume will be of interest to students, scholars, and academics with an interest in matters of social justice, equity, and equality of opportunity in education for Black Americans. In addition, the text offers key insights for school authorities in building effective working relationships with Black American families to support the high achievement of Black students in K-12 education.
Author: John U. Ogbu
Publisher: Routledge
ISBN: 9780805845167
Category : Education
Languages : en
Pages : 320
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: Matthew Newcomb
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 173
Get Book Here
Book Description
Low-income, high-achieving, African American students who gain admittance to predominantly White, independent schools balance their lives between home and school. This study examined the lived experiences of low-income, high-achieving, African American students in these independent schools in an attempt to understand their experiences. This study explored: How do low-income, high-achieving, African American students describe their sense of belonging in predominantly White, independent schools? How do low-income, high-achieving, African American students describe the effect of school climate on their sense of belonging? What practices and policies would students suggest to improve the school culture and sense of belonging students like them might feel? The study used semi-structured interviews of low-income, high-achieving, African American students who attended a mentoring program that supports and places students in independent schools, faculty who worked with them and leadership and staff from the mentoring program to understand the school climate and the student sense of belonging. In Vivo coding was used to analyze the themes as they emerged. The results revealed that opportunities for students to express their voices, positive relationships with faculty members, affinity groups, and faculty members of color contribute to a positive sense of belonging among low-income, high-achieving, African American students. A lack of students of color, a lack of faculty of color, experiences with racism, and difficulties with transportation and access to equipment contribute to a negative sense of belonging for the students. The study offers suggestions from the students and recommendations based on the data to improve the experiences of low-income, high-achieving, African American students.
Author: Olga M. Welch
Publisher: State University of New York Press
ISBN: 1438423802
Category : Education
Languages : en
Pages : 158
Get Book Here
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: Signithia Fordham
Publisher: University of Chicago Press
ISBN: 022622998X
Category : Social Science
Languages : en
Pages : 426
Get Book Here
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: 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: John Charles Boger
Publisher: Univ of North Carolina Press
ISBN: 0807876771
Category : Education
Languages : en
Pages : 396
Get Book Here
Book Description
Confronting a reality that many policy makers would prefer to ignore, contributors to this volume offer the latest information on the trend toward the racial and socioeconomic resegregation of southern schools. In the region that has achieved more widespread public school integration than any other since 1970, resegregation, combined with resource inequities and the current "accountability movement," is now bringing public education in the South to a critical crossroads. In thirteen essays, leading thinkers in the field of race and public education present not only the latest data and statistics on the trend toward resegregation but also legal and policy analysis of why these trends are accelerating, how they are harmful, and what can be done to counter them. What's at stake is the quality of education available to both white and nonwhite students, they argue. This volume will help educators, policy makers, and concerned citizens begin a much-needed dialogue about how America can best educate its increasingly multiethnic student population in the twenty-first century. Contributors: Karen E. Banks, Wake County Public School System, Raleigh, N.C. John Charles Boger, University of North Carolina School of Law Erwin Chemerinsky, Duke Law School Charles T. Clotfelter, Duke University Susan Leigh Flinspach, University of California, Santa Cruz Erica Frankenberg, Harvard Graduate School of Education Catherine E. Freeman, U.S. Department of Education Jay P. Heubert, Teachers College, Columbia University Jennifer Jellison Holme, University of California, Los Angeles Michal Kurlaender, Harvard Graduate School of Education Helen F. Ladd, Duke University Luis M. Laosa, Kingston, N.J. Jacinta S. Ma, U.S. Equal Employment Opportunity Commission Roslyn Arlin Mickelson, University of North Carolina at Charlotte Gary Orfield, Harvard Graduate School of Education Gregory J. Palardy, University of Georgia john a. powell, Ohio State University Sean F. Reardon, Stanford University Russell W. Rumberger, University of California, Santa Barbara Benjamin Scafidi, Georgia State University David L. Sjoquist, Georgia State University Jacob L. Vigdor, Duke University Amy Stuart Wells, Teachers College, Columbia University John T. Yun, University of California, Santa Barbara
Author: Patricia Ngozi Anekwe
Publisher: Universal-Publishers
ISBN: 1599422956
Category :
Languages : en
Pages : 294
Get Book Here
Book Description
This study investigated the characteristics and challenges of high-achieving second-generation Nigerian youths in the United States. An increasing number of youths in America's schools are from immigrant backgrounds due to the flow of immigration from Latin America, Asia, and Africa. Given the local and national mandates to improve the academic achievement of all children, we cannot afford to leave any group behind. Although research on immigrant children from Asia and Latin America and their adaptation and schooling has increased in the last two decades, the educational experiences of Black immigrant children from Africa and the Caribbean have been understudied. The scant research on African immigrants lumps all Africans into a homogeneous group despite the different experiences and obvious diversity found within Africa and among African immigrants. Using theoretical triangulation from Educational Anthropology (cultural ecological theory), Sociology (social capital), and Psychology (social cognitive theory), the researcher examined the role of parents, personal traits, and social contexts on the academic experiences of high-achieving second-generation Nigerian youths. The study used surveys, in-depth interviews of Nigerian youths and parents (mothers), and a focus group interview of high-achieving second-generation Nigerian youths to explore the academic experiences of high-achieving second-generation Nigerian youths to identify factors that determine their educational outcomes. It is anticipated that the results of this study will contribute to the literature on immigrant, minority, and Black students' education in the United States. High-achieving second-generation Nigerian youths credited their parents, extended family, the Nigerian community, and their upbringing for their motivation and academic success. Nigerian parents were actively engaged with the education of their children, both in the traditional realms of school involvement and in the non-traditional school engagement. Although youths faced the challenges of peer teasing, underpreparation for college, and parental pressure, they devised coping strategies through code-switching, reevaluating their definition of academic success, and increasing determination and effort. They also were involved in several extracurricular activities that helped them to create social networks with peers and adults and to break social barriers.
Author: Tawanda Lawrence
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 161
Get Book Here
Book Description
The purpose of the study was to explore the lives of six, economically disadvantaged, African American, middle school students who are demonstrating school success to discover how their home, school, and community experiences influenced their academic achievement. A phenomenological inquiry approach was applied in this qualitative study to investigate the lived experiences of the student participants and identify the factors that contributed to their academic achievements in spite of the various challenges they encountered. The qualitative data consisted of three individual interviews. Using a semistructured protocol, questions focused on the students. perceptions of the factors that contributed to their academic success and the challenges they experienced; how the students made meaning of their academic lives in the school setting; and how the students. home and community experiences influenced their academic achievement. The seven step modified van Kaam method was employed to analyze the data obtained from the six student participants. The findings revealed that all six-student participants had the same perception of what it means to be a high achiever. Most of the student participants encountered challenges within family and home factors that varied, but the data revealed perceived negative influences of the community from most participants. However, all of the student participants developed ways to maintain their academic achievement despite their challenges. The student participants attributed their academic success to having an inner will to achieve, working hard, remaining focused, and staying out of trouble. Each of the student participants were goal oriented and aspired to attend college. Most of the student participants shared how their peers served as a positive influence on their academic achievement by providing help with difficult work and serving as a motivator as they engaged in healthy competition. Student participants also identified teacher and parental support as having a positive impact on their academic achievement.
