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1.
Ebony O. McGee 《The Urban Review》2013,45(4):448-471
This study investigated the risk and protective factors of 11 high-achieving African American males attending 4 urban charter high schools in a Midwestern city to determine what factors account for their resilience and success in mathematics courses, and in high school more generally. This research was guided by a Phenomenological Variant of Ecological Systems Theory, which assisted in extrapolating how these young Black males make sense of their experiences despite the many challenges they face growing up in urban Black America. Results indicate that although students were under multiple forms of academic and physical threat within and beyond school walls, there was a keen presence of academic agency and an ability to manage potentially threatening situations to cleverly protect themselves from complex systems of risk. 相似文献
2.
《Early education and development》2013,24(2):199-214
This study examined low-income African American and European American preschoolers' socioemotional causal attributions. Forty-seven Young (M = 48 months) and Old (M = 62 months) preschoolers were asked to justify a puppet's current emotion and to talk about their past emotional experiences. Responses were coded for Causal Theme and Clarity. Old preschoolers were twice as likely to attribute interpersonal themes, and Young preschoolers were 4 times more likely to generate causal themes that were uncodeable. In terms of clarity, children provided clearer responses for anger and fear than they did for happiness. Old preschoolers' explanations for emotions were clearer than young preschoolers' and young African Americans', who had the most difficulty explaining emotions. Results indicate that younger preschoolers, particularly young African Americans, may need help articulating emotions. Suggestions for how adults can scaffold preschoolers' emotional reasoning are discussed. 相似文献
3.
Rose E. Huff Beth M. Houskamp Alice V. Watkins Mark Stanton Bethany Tavegia 《Roeper Review》2013,35(4):215-221
This study documents the experiences of parents raising African American children who have been identified as gifted. There is a small but growing body of research exploring the experiences and issues of gifted African American children. Parents play the most significant role in a child's development; however, parents of gifted African American children are not currently represented in the literature. This study utilized semi‐structured interviews with the parent or parents from 12 families to explore their experiences of rearing their gifted African American children. Particular attention was addressed to issues surrounding their children's academic and social experiences, including interactions with school, family, and community. Implications are elucidated for individuals working with this population, and suggestions for future research are provided. 相似文献
4.
Paul Green 《The Urban Review》2011,43(3):436-464
A review of research on US Catholic education reveals that race is not treated as an important area of analysis like class
and gender. Black Catholics are rarely studied in education let alone mainstream writings. This article examines the social
and educational history of blacks in the US Catholic Church and the dual reality of inclusion and exclusion within a Church
and its schools. This paper focuses on the intersection of the Church and Black Catholic schools as enduring institutions
of opportunity for Black families and their communities. This paper unearths the shared values, assumptions and beliefs about
African American Catholics quest for literacy. The article uses Black Theology as a frame to explain how the intersections
of culture, history and religion influence meaning and educational decision-making. African Americans pursued Catholic education
for two reasons. First, they sought to be educated which both advanced their individual freedom but vastly improved their
community’s economic, social, and political standing. Second, they inserted their own unique cultural and social experiences
into Catholic schools which espoused service and academic excellence. Black Catholic schools well-defined values and academic
excellence is still viewed by African Americans as places of hope and opportunity for students of color. 相似文献
5.
Lorenzo DuBois Baber 《Community College Journal of Research & Practice》2013,37(12):1097-1111
The lack of postsecondary success for African American males has garnered significant attention from academic scholars and public policy leaders. While this scholarship provides a strong portrait on issues related to African American males, there are still significant gaps to be addressed. Most notably, current research tends to focus on students entering four-year institutions and rarely presents student narratives about their educational experiences. The purpose of this study is to explore the experiences of African American males in various stages of transition from high school to their local community college. Students discuss three main areas—encouragement for their postsecondary aspirations, assistance with navigating multiple pathways to access, and persisting through stereotypes and perceived barriers. Discussion connects findings with theoretical frameworks to enhance our understanding of the experiences of this traditionally marginalized population. 相似文献
6.
Beverly Cole-Henderson 《Journal of Education for Students Placed at Risk》2013,18(1-2):77-91
A prerequisite for correcting ineffective education is the examination of research on the learning environments of successful schools and the conditions and processes that enable quality outcomes. The research described in this article supports the Talent Development philosophy, which rejects deficit-based "talent sorting" models of schooling and promotes widespread academic success in appropriately supportive environments. The study delineates the common organizational characteristics of schools in low-income areas that defy the odds by producing high numbers of high-achieving African American students. Specifically, it explores how urban elementary schools that successfully serve primarily low-income African American students are configured to support students' academic and personal growth. Participating schools were selected based on test scores evidencing their students' sustained mathematics and reading achievement. The data for the analysis was obtained from questionnaires mailed to the schools' principals. Patterns in the data and discernable trends across schools are described. 相似文献
7.
Duane E. Thomas Stephanie I. Coard Howard C. Stevenson Keisha Bentley Pamela Zamel 《Psychology in the schools》2009,46(2):184-196
The present study investigated the predictive influence of students' reactive emotional coping and racial socialization experiences on teachers' perceptions of classroom behavior adjustment problems. Participants were 148 African American male youth attending a secondary school in a large northeastern city. Behavioral outcomes included teacher ratings of student behavioral overactivity in different classroom situations. Results using hierarchical regression analyses show that measures of social rejection sensitivity, anger expression, and racial socialization predict teacher‐observed behavioral overactivity, with overt anger expression being the most powerful predictor. Findings suggest that racial socialization and particular styles of emotional coping are important determinants for teachers' impressions of classroom behavior for some African American adolescent males. Implications for future research and interventions with African American male youth in urban secondary schools are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
8.
Olatokunbo S. Fashola 《Peabody Journal of Education》2013,88(4):488-517
This article presents the results of the 2nd-year evaluation of an after-school program designed for an extended school day program serving African American middle school students in the city of Baltimore, Maryland (ACCESS-West). This study describes the effects of schoolwide reform especially as it relates to single-gender schools, educating African American males, and extending the school day. The ACCESS-West program goals included improving academic achievement, improving student attitude toward school, decreasing chronic truancy and absenteeism, and increasing parental engagement and involvement. Second-year results reveal that three of the four goals were met but that the interplay between schoolwide reform and implementing the extended-day program had mixed effects on the program. Staffing and administrational changes and high percentages of special needs students adversely affected the program and results. Dedication, commitment, and implementation positively contributed to the outcomes of the 2nd-year results. The results contribute to the growing body of literature and research that continues to investigate the effects of single-gender schools on minority males. The results suggest that the schools need a number of years to establish their areas of staffing, administration, curriculum, and student enrollment before the results they can expect positive results. These results also suggest that providing African American males with an extended-day program that is flexible, yet structured, can provide positive results academically, behaviorally, and with the challenges of parental engagement and involvement. 相似文献
9.
Although much research has focused on the public school experiences of African American students, few studies exist that explore
their race-related experiences within an independent, private school context. Studies have suggested that, while private,
independent schools may elevate the quality of African American students’ education, many of these students experience social
isolation from their peers. Using a qualitative methodology, the current study explores the experiences of African American
students attending a private, independent school. Moreover, this investigation explores how schools as well as parental contexts
contribute to racial identity development. Results indicated the importance of parents, schools and other significant institutions
as racial socialization agents as well as their influence on specific identity-related processes. Educational implications
for findings are also discussed. 相似文献
10.
The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools
Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83 % of all teachers in public schools are White Americans, whereas approximately 10 % of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that she or he is behaving appropriately based on the student’s cultural norm and upbringing, but the teachers who have different cultural and ethnic backgrounds than the students may inappropriately interpret or respond to the behavior. Therefore, it is important to study African American pre-service physical education teachers’ student teaching and field-based experiences with ethnically diverse adolescence (e.g., African American students), because they have the potential to develop a positive relationship between school support, teacher support, and academic achievement and influence student learning, motivation, and engagement in physical education. The purpose of this study was to describe and explain the experiences of African American physical education teacher education (PETE) candidates at secondary urban schools. The research design was explanatory multiple-case study situated in activity theory. Participants were seven African American PETE candidates. The qualitative data sources were interviews, weekly journal reflections, and e-portfolios. The results were (a) navigating power relationships between cooperative teachers and students, (b) a ‘shocking’ experience: Feeling under-prepared, and (c) encountered cultural normalcies and stereotypes in teaching physical education. PETE programs must better prepare teacher candidates for working in urban schools with greater cultural competence and higher self-efficacy. 相似文献
11.
12.
The question of whether schools should promote cultural pride and engage students in ethnic traditions is hotly contested. To contribute to this debate, this longitudinal study examined whether school cultural socialization predicted adolescents' engagement in school over time and whether this relation was mediated by school climate. Data were collected in four waves during a two-year period from 254 African American fifth-graders (53.9% males; Mage = 10.95 at Wave 1) enrolled in three public middle schools. Results revealed that African American youth who reported more school cultural socialization also had greater school engagement over time. This longitudinal relation was fully mediated by youth's perceptions of school climate. Implications for how to promote African American youth's perceptions of schools as culturally sensitive and supportive environments are discussed. 相似文献
13.
The transition to kindergarten is a critical milestone in children’s lives, with implications for academic and future life success. The demographic family/parental variables of residence, social class, and race have been associated with children’s adjustment to kindergarten. In particular, children growing up in families from urban, low-income African American backgrounds are at heighted risk for negative academic, cognitive, and socio-emotional outcomes as they transition to kindergarten. Relatively little inductive research exists on the kindergarten transition of this population and how families from urban, low-income African backgrounds positively support their children’s kindergarten adjustment. However, researchers using qualitative methods are increasingly examining the first-hand experiences of families from urban, low-income African American backgrounds to better understand family beliefs and practices that promote children’s successful kindergarten transition. Contributing to this gap in the literature, we utilized qualitative interviews informed by resilience theory to explore how 20 mothers from urban, low-income African American backgrounds facilitated their Head Start preschoolers’ transition to kindergarten. We found that, despite possessing parental/family risk factors associated with ineffective kindergarten transitions, mothers monitored and assessed their children’s academic and socio-emotional school readiness abilities, promoting readiness competencies while addressing readiness weaknesses. One of the ways that mothers supported children’s transition readiness was through one-on-one conversations with preschoolers. Our findings provide recommendations for effective home–school collaborations that support children’s successful kindergarten transition. Collaborating with engaged and motivated parents, Head Start can assist families and children prior to kindergarten and continue to serve as a link between families and children and elementary schools. 相似文献
14.
Parental involvement in children's schooling: Different meanings in different cultures 总被引：2，自引：0，他引：2
Three types of parent involvement—communicating, volunteering at school, and learning at home—were explored in two cultures within the United States. Immigrant Chinese parents and European American parents of young children reflect their different traditions in the ways they involve themselves in their child's academic life. European American parents volunteered more in schools, while Chinese American parents focused more on systematic teaching of their children at home. Chinese American parents were more critical of typical primary school report cards without ABC grades. Parents’ home teaching methods showed stability over time, demonstrating that parents who used formal, structured methods at Time 1 continued to do two and four years later. 相似文献
15.
Public schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of African American teachers decrease (Ladson-Billings, Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms. San Francisco: Josey-Bass [2001]). Furthermore, African American collegiates who decide to enter teaching may face a chilly climate as a result of their cultural and educational experiences as they encounter devaluation in the classroom (Delpit, Other Peoples Children: Cultural Conflict in the Class room. New York: The New Press [1995]). As a result, African American pre-service teachers may question the validity of the formal curriculum presented in college as it conflicts with their perceptions of school, thereby, leaving teacher-educators largely responsible for the quality of life and subsequent devotion to profession of these students. Critical autoethnography, using fieldnotes/research journaling, and student memoirs all through a theoretical backdrop of critical race feminism provide a glimpse into the teaching and learning experiences and dilemmas of one African American female teacher educator utilizing what I call personally engaged pedagogy as a means of enhancing the quality of the learning experiences of her African American pre-service teachers. 相似文献
16.
Glenda McGregor Martin Mills Kitty te Riele Debra Hayes 《International Journal of Inclusive Education》2015,19(6):608-625
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young people described how, when given the opportunity, they were able to engage in more meaningful learning in environments that recognised and accommodated their personal circumstances, and avoided authoritarian rule. A question we address is: What kinds of educational experiences facilitate ‘meaningful learning’ for these students? 相似文献
17.
June Larkin 《Gender and education》1994,6(3):263-280
For most females, crude language and other forms of sexually harassing behaviour are part of the fabric of our daily lives. To date, however, our focus on sexual harassment has been limited primarily to the experiences of adult women in academic and work place settings. What has not been explored is the prevalence of sexual harassment in schools and the way it interferes with young women's education. Equal opportunity programmes are of limited use if, for example, we urge female students into traditional male courses but we neglect to consider the hostile climate they encounter there. In this study I explored young women's experiences of sexual harassment in the setting lauded as their gateway to opportunity: school. Based on their testimonies I make recommendations for educators who are committed to making high school a more equitable place for female students. 相似文献
18.
Adria R. Hoffman 《Equity & Excellence in Education》2015,48(4):606-620
The purpose of this study is to explore smartness and talent as social constructs. Drawing on Holland et al.'s (1998) figured identities, this article explores the figuring of abilities by elucidating the voices of African American high school chorus students. Critical Race Theory (CRT) helps to unpack normalized language and practices that comprise intelligence, talent, and identity construction. The student participants in this study contrasted high school experiences in which they constructed musical and academic identities, describing how smart or talented they were relative to significant others around them. Findings suggest that constructions of musical talent and smartness socially positioned students along race, gender, and class lines. Interpretations of talent and intelligence may impact the curricular options made available to students, their academic identity construction, musical identity construction, and inequitable school practices. 相似文献
19.
Anthony L. Brown 《Teaching Education》2013,24(4):363-376
Numerous scholars have illustrated how African American teachers’ past experiences provide them a philosophical vision committed to teaching for social and educational change for African American students. This article draws from this body of work by looking at the diverse ways five African American male teachers used their past experiences to shape their vision for working with African American male students. However, this article also extends this body of work by illustrating that while the teachers in this study had similar commitments to working with African American males, their varied life experiences and social locations provided them different sources of practical and philosophical knowledge. These findings illustrate the diversity of experiences these teachers drew from, thus troubling the common sense discourses that essentialize African American male teachers as one-dimensional monolithic role models. 相似文献
20.
Janise S. Parker Avery Amabile Emily Oliver Jasmine Garnes Ashwini Sarathy 《Psychology in the schools》2020,57(8):1289-1308
We conducted four focus group interviews with 24 high school youth to examine facilitators and barriers to African American high school students' expression of various self-determination skills (e.g., choice/decision making, self-advocacy, goal setting, and attainment etc.). The majority of our research participants were African American, with one student identifying as multiracial (African American and White). Key findings revealed that personal (e.g., desire to graduate from school) and contextual factors (e.g., school counselor and teacher support) influenced the participants' expression of multiple self-determination skills. We also found that some of the participants' motives for utilizing or not utilizing specific skills were influenced by what they perceived as racist, punitive, and restrictive school practices (e.g., teachers holding negative perceptions about African American students and school counselors restricting their access to advanced courses). Findings from this study support ongoing calls for educators to consider students' cultural backgrounds and lived experiences when promoting their expression of self-determination skills. 相似文献