Success Factors Identified by Academically Successful African-American Students of Poverty PDF Download
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Author: Meredith Cooler
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 123
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Book Description
The purpose of this phenomenological study was to explore why some low-income minority students were academically successful in school using a three-tiered approach to research including individual student interviews, classroom observations, and photographs and follow up interviews on photographs to identify factors contributing to academic success. Twenty-five students in grades 3-8 meeting the criteria of African-American, low SES, and high achieving were selected and interviewed to identify factors contributing to their academic success as measured by Northwest Evaluation Association's Measures of Academic Progress testing. The study participant responses were compared and discussed through the lens of Critical Race Theory (CRT), however, the data did not support the tenets of CRT as there was little discussion of race or racism during the study. Through the three-tier process themes were developed supporting academic success. Themes included positive feelings about school, internal locus of control, and having a significant role model. The findings indicated that the majority of the students attributed these themes to their success in school. Recommendations for future research were made and implications for practice were discussed.
Author: Meredith Cooler
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 123
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Book Description
The purpose of this phenomenological study was to explore why some low-income minority students were academically successful in school using a three-tiered approach to research including individual student interviews, classroom observations, and photographs and follow up interviews on photographs to identify factors contributing to academic success. Twenty-five students in grades 3-8 meeting the criteria of African-American, low SES, and high achieving were selected and interviewed to identify factors contributing to their academic success as measured by Northwest Evaluation Association's Measures of Academic Progress testing. The study participant responses were compared and discussed through the lens of Critical Race Theory (CRT), however, the data did not support the tenets of CRT as there was little discussion of race or racism during the study. Through the three-tier process themes were developed supporting academic success. Themes included positive feelings about school, internal locus of control, and having a significant role model. The findings indicated that the majority of the students attributed these themes to their success in school. Recommendations for future research were made and implications for practice were discussed.
Author: Eric D. Wilhite
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 216
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Book Description
Author: Leslie Morrison Gutman
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 304
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Book Description
Author: Mavis G. Sanders
Publisher: Routledge
ISBN: 1135674604
Category : Education
Languages : en
Pages : 414
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Book Description
This book examines historical approaches and current research and practice related to the education of adolescents placed at risk of school failure as a result of social and economic conditions. One major goal is to expand the intellectual exchange among researchers, policymakers, practitioners, and concerned citizens on factors influencing the achievement of poor and minority youth, specifically students in middle and high schools. Another is to encourage increased dialogue about policies and practices that can make a difference in educational opportunities and outcomes for these students. Although the chapters in this volume are not exhaustive, they represent an array of theoretical and methodological approaches that provide readers with new and diverse ways to think about issues of educational equality and opportunity in the United States. A premise that runs through each chapter is that school success is possible for poor and minority adolescents if adequate support from the school, family, and community is available. *The conceptual approach (Section I) places the research and practice on students placed at risk in a historical context and sets the stage for an important reframing of current definitions, research, policies, and practices aimed at this population. *Multiple research methodologies (Sections II and III) allow for comparisons across racial and ethnic groups as well as within groups, and contribute to different and complementary insights. Section III, "Focus on African-American Students," specifically addresses gender and social class differences among African-American adolescents. *Current reform strategies presently being implemented in schools throughout the United States are presented and discussed (Part IV). These strategies or programs highlight how schools, families, and communities can apply research findings like the ones this book presents, thus bridging the often wide gap between social science research and educational practice.
Author: Torria Davis-Bond
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 342
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Book Description
Author: Alicia M. Robinson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 64
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Book Description
The purposes of this study are to examine levels of motivation in a sample of African American women who completed a four-year college degree and to identify the contextual factors that influenced their success. The intended outcome is to provide a foundation and framework for an academic mentoring program with a holistic approach that incorporates academic assistance as well as social and emotional support to help facilitate academic success in African American girls. A total of 121 African American women who at least had their Bachelor’s degree were recruited for this study. The participants completed several measures to retroactively assess their motivation levels and to assess the impact that various contextual components had on their academic success. The contextual components consisted of family influences, school influences and community influences on academic success. Results indicated that African American women who were academically successful had relatively high levels of both intrinsic and extrinsic motivation. Findings also indicated that none of the demographic variables (family structure, parent education level, etc.) were related to intrinsic motivation, however childhood neighborhood was significantly related to extrinsic motivation. Over all, the group was more extrinsically motivated and showed that school and community had a bigger impact on their academic success than family.
Author: Lolita King-Saulsberry
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 370
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Book Description
Author: Freeman A. Hrabowski
Publisher: Oxford University Press, USA
ISBN: 0195126424
Category : Education
Languages : en
Pages : 289
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Book Description
An inspiring new study reveals the strategies that lead to academic success for young African-American women.
Author: Linda H. LoGalbo
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
The achievement gap is commonly associated with high poverty urban schools, however, in suburban, middle class America, the achievement gap still manifests itself (Ogbu, 2003). Commonly referred to as an excellence gap, this gap is the discrepancy between high performing African American students and their peers (Rambo-Hernandez et al., 2019). However, there are high performing African American students that achieve success in schools. This mixed methods study explored the lived experiences of high performing African American students in a suburban school. The two-part study included a survey with quantitative questions, Growth Mindset scale, and Grit scale, as well as qualitative interviews. There were 18 participants for the survey and 10 participants for the semi-structured interviews. The findings identified challenges for high performing African American students including isolation, microaggressions, curriculum, representation, recommendations, and competition. To combat these challenges, high performing African American students identified family, friends, engagement in school, and the ability to code switch as personal factors in their academic success, while school factors for success included the school environment, supportive staff, relationships, and extracurricular activities. This study provides a counternarrative to the underperforming African American students in public schools. By studying high performing African American students in schools, school leaders can focus their efforts to create a school environment where all students succeed.
Author: Robert J. Sternberg
Publisher: IAP
ISBN: 160752516X
Category : Education
Languages : en
Pages : 271
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Book Description
The Other Three R’s model began as an American Psychological Association (APA) initiative, sponsored by Robert J. Sternberg, IBM Professor of Psychology and Education at Yale University and Past President of the APA. For both this initiative and this edited volume, Sternberg assembled a diverse team of experts who identified reasoning, resilience and responsibility as three learnable skills that, when taken together, have great potential for increasing academic success. The authors of this volume present in detail their evidence-based arguments for promoting TOTRs in schools as a way to optimize student success.
