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1.
Racial disparities in school discipline may have collateral consequences on the larger non-suspended student population. The present study leveraged two longitudinal datasets with 1201 non-suspended adolescents (48% Black, 52% White; 55% females, 45% males; Mage: 12–13) enrolled in 84 classrooms in an urban mid-Atlantic city of the United States during the 2016–2017 and 2017–2018 academic years. Classmates' minor infraction suspensions predicted greater next year's defiant infractions among non-suspended Black adolescents, and this longitudinal relation was worse for Black youth enrolled in predominantly Black classrooms. For White youth, classmates' minor infraction suspensions predicted greater defiant infractions specifically when they were enrolled in predominantly non-White classrooms. Racial inequities in school discipline may have repercussions that disadvantage all adolescents regardless of race. 相似文献
2.
Racially disparate school disciplinary practices create inequitable circumstances for minority and immigrant youth around the world. In the U.S., Black youth are more likely than their White peers to be suspended for minor, non-violent infractions. This study explores (a) whether school cultural socialization practices reported by Black students (N = 544; Mage (SD) = 12.45 (1.57); 49% boys) and teachers (N = 38; 84% female) were linked to a reduced likelihood of receiving suspensions for minor infractions and (b) the extent to which Black students' perceptions of school climate mediated this relation. Results indicated that school cultural socialization was linked to a decreased likelihood of being suspended for a minor infraction and improved school climate perceptions for Black students. Black students’ perception of school climate mediated the link between school cultural socialization and suspensions for minor infractions. These results highlight school cultural socialization as a promising approach for increasing cultural responsivity and equity within schools, reducing racial bias, and expunging unjust disciplinary responses. 相似文献
3.
Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al.,
2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are
unfamiliar with their students’ backgrounds and communities. The purpose of this paper is to describe the development of notions
about “good urban teaching” for three women in a preservice teacher preparation program. Reporting on two years of data, we
show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The
lack of synchronicity within the women’s experiences highlights that the traditional (white, female, middle class) students
in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the
concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher
preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice
teachers developing professional identities.
This paper was originally presented at the Annual Meeting of the American Education Research Association April 7–11, 2006 San Francisco, CA
An erratum to this article can be found at 相似文献
4.
Mary Margaret Capraro Robert M. Capraro Z. Ebrar Yetkiner Alma F. Rangel-Chavez Chance W. Lewis 《The Urban Review》2010,42(3):193-209
Hispanic students, born both inside and outside the United States, comprise over 80% of the US English language learner population.
The difference in mathematics achievement among Hispanic students and other populations has been well documented. As a result,
it is important to understand the effects of using standards-based mathematics curriculum with high school Hispanic students.
Mathematics achievement scores from the Colorado Student Assessment Program and Measurement of Academic Progress for Hispanic
9th and 10th grade students (n = 1,318) who used the Core-Plus Mathematics Program were compared to the progress of other student demographics (n = 2,003) who used the same curriculum. In following the recommendations of the National Research Council (On evaluation curricular
effectiveness: judging the effectiveness of K-12 mathematics evaluations. National Academies Press, Washington, DC 2005), a meta-analysis (Glass in Educ Res 5:3–8, 1976) of Hispanic students using National Science Foundation Funded (NSFF) curricula was conducted to contextualize this study’s
findings within the findings of previous studies. The results of this study indicated that Hispanic students have shown modest
gains; however, their relative position compared to other ethnic groups is unremarkable. The meta-analysis Cohen’s d results ranged from +.673 (SE = .131) to −.670 (SE = .045) with slightly positive effects for Hispanic students using an
NSFF curriculum when compared to those not using an NSFF curriculum (.043, SE = .012). 相似文献
5.
Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life‐Span Outcomes 
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下载免费PDF全文 David S. Yeager Valerie Purdie‐Vaughns Sophia Yang Hooper Geoffrey L. Cohen 《Child development》2017,88(2):658-676
This research tested a social‐developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11–14; Study 1, N = 277). African American students were more aware of racial bias in school disciplinary decisions, and as this awareness grew it predicted a loss of trust in school, leading to a large trust gap in seventh grade. Loss of trust by spring of seventh grade predicted African Americans’ subsequent discipline infractions and 4‐year college enrollment. Causality was confirmed with a trust‐restoring “wise feedback” treatment delivered in spring of seventh grade that improved African Americans’ eighth‐grade discipline and college outcomes. Correlational findings were replicated with Latino and White students (ages 11–14; Study 2, N = 206). 相似文献
6.
Zero tolerance school discipline practices have been associated with a national increase in suspensions, a practice that has had a disproportionate negative impact on Black students. The present study investigated an association between principal attitudes toward zero tolerance and suspension rates for White and Black students in 306 Virginia high schools. Black suspension rates were more than double White suspension rates. Regression analyses controlling for student poverty and school enrollment showed that principal endorsement of zero tolerance was moderately associated with suspension rates for both White and Black students, but was not associated with the size of the racial disparity. Paired‐samples t tests showed statistically significant differences in the types of offenses that resulted in suspensions, with Black students significantly more likely to be suspended for disruptive offenses and White students more likely to be suspended for alcohol‐ and drug‐related offenses. 相似文献
7.
Wendell D. Hall Alberto F. Cabrera Jeffrey F. Milem 《Research in higher education》2011,52(4):420-439
Using a revised version of the Transition to College Model (Locks et al. 2008, Rev High Educ 31(3), 257–285), this study examined the extent to which minority students and non-minority students differ
in their predispositions to engage in campus-based diversity activities as well as in their engagement with ethnically diverse
college peers at a predominantly White college. Findings indicate that engagement with diverse peers is a learned behavior;
one that was shaped long before a student stepped into college. The importance of past interactions with diverse peers extends
beyond freshman year predispositions to engage; students who interacted with diverse students prior to college were also more prone
to report engagement with diverse peers at the end of their sophomore year. Notably, freshmen minority students were more
predisposed to engage diverse peers next to their White peers; these ethnic-based differences, however, dissipated by the
end of the sophomore year of college. 相似文献
8.
Mark H. Salisbury Michael B. Paulsen Ernest T. Pascarella 《Research in higher education》2011,52(2):123-150
Despite substantial efforts across postsecondary education to increase minority participation in study abroad, the homogeneity
of study abroad participants remains largely unchanged (Dessoff in Int Educ 15(2):20–27, 2006; Shih in , 2009). This study applies an adaptation of an integrated student choice model (Perna in Higher education: Handbook of theory and
research, 2006; Salisbury et al. in Research in Higher Education 50:119–143, 2009) to identify differences between white and minority (African-American, Hispanic, and Asian-American) students across measures
of human, financial, social, and cultural capital previously shown to influence aspirations to study abroad (Salisbury et
al.). Analysis of data from 6,828 students at 53 institutions participating in the Wabash National Study on Liberal Arts Education
suggests numerous differences between racial groups with considerable implications for institutions, scholars, and policymakers. 相似文献
9.
Lauren Leigh Kelly 《Learning, Media and Technology》2018,43(4):374-389
ABSTRACTDrawing from Black, feminist epistemologies as well as theories of critical consciousness, and adolescent digital literacies, this paper analyzes the narratives of 7 Black, female high school students who experience oppressive practices, including racial microaggressions, silencing, harsh discipline, and marginalization within a predominately White school environment. At this juncture in which race, politics, and activism intersect with school, media, and identity, this study discusses how Black, female students resist oppression and use digital and social media as well as other available tools to speak out against injustice and heighten the racial awareness of their school community. This qualitative case study uses individual and focus group interviews to examine the ways in which Black female students develop critical resistance strategies, working individually and collectively within existing structures to fight for their humanity and liberation. 相似文献
10.
Sarah K. Bearman Abby Bailin Erin Rodriguez Alison Bellevue 《Psychology in the schools》2020,57(11):1689-1709
Schools are well positioned to provide access to youth mental health services, but implementing effective programs that promote emotional and behavioral functioning in school settings is complicated by the poor fit of interventions developed in research settings to complex school contexts. The current study formed a research–practice partnership with two urban public schools and mental health providers employed by those schools (N = 6, 100% female, 50% Black/African American, 50% White/Caucasian) in the adaptation of a depression prevention intervention, Act & Adapt. The intervention was modified by decreasing meeting time and streamlining session content, increasing flexibility, making intervention materials more similar to academic curriculum, and increasing the focus on managing disruptive behavior within group sessions. In an open trial, sixth-grade students (N = 22; 59% boys, 31% Hispanic, 22% Black/African American, 4% Asian, 30% White/Caucasian) at both schools who were identified as clinically “at risk” reported improvements from baseline to postintervention and at 1-year follow-up on measures of emotional and behavioral difficulties and coping strategies, with parallel results by caregiver report. The providers reported satisfaction with the intervention, and qualitative analyses of provider focus groups suggested both barriers and facilitators to research-practice collaborations to implement mental health interventions in schools. 相似文献
11.
《The Journal of educational research》2012,105(5):301-308
Abstract Drug use was examined in a sample of high school students from a small city of 16,000 predominantly working-class residents. There were 579 high school participants (296 girls and 283 boys) of whom 102 were Black (53 girls, 49 boys). The analyses were based on responses to a self-report questionnaire administered to students by their classroom teachers. Items for this study were selected from a larger database that was part of a community-wide project. The findings did not support the general consensus among professionals who provide services to this age group that minority youth are more at risk for drug use than their White peers are. The White students were more likely than the Black students to have had exposure to legal and illegal drugs. Whites more than Blacks, and boys more than girls, used tobacco, but White females were more likely than the others to be alcohol users. Also, Black males reported the highest self-esteem, and White females, the lowest. These self-esteem reports were supported by the results from a question about thoughts of suicide—Black males reported the lowest percentage of suicidal thoughts, and White females reported the highest. 相似文献
12.
Tiffany M Nyachae 《Gender and education》2016,28(6):786-806
ABSTRACTMillennial Black women teachers wrestle with two simultaneous burdens: disrupting the racist and sexist status quo of schooling through curriculum, and employing tactics to survive school politics among their majority White women colleagues. This article describes how the Sisters of Promise (SOP) curriculum aligned with Black feminism and Black feminist pedagogy, and how it did not. This curriculum was created for Black girls within the margins of school by a millennial Black woman teacher and other Black women teachers. Analysis of the SOP curriculum revealed that even with the best of intentions, and even for relatively self-aware millennial Black women teachers, it is possible to present Black girl students with contradictory messages, due to a lack of exposure to Black feminism, Black feminist pedagogy, and the work of Black women educational scholars, in their curriculum studies. Included are implications and recommendations for millennial Black women teachers creating curriculum for Black girls. 相似文献
13.
ABSTRACTIn response to a shortage of qualified Black and Hispanic teachers, community colleges (CC) have developed certificate programs and Associate of Arts degrees in teacher education to address shortages of minority teachers in the nation’s classrooms. We examined one CC’s effectiveness in transferring Black and Hispanic students to university teacher education programs and the association with Black and Hispanic students graduating with a bachelor’s degree. We compared enrollment and transfer student data for the 2003 community college teacher education program cohort to graduation data for native-to-university students of two 4-year universities. Data were analyzed using chi square and phi coefficients. The CC Black and Hispanic students graduated at the same rates as the native-to-university students and higher than their peers of the same races, regardless of major, who began at 2-year colleges at the national level. We encourage CC teacher education programs to invest resources to increase enrollment of Black and Hispanic students to address the growing need for minority teachers to serve in urban communities. 相似文献
14.
Sixty years after Brown v. Board of Education, retention trends indicate that there is a Black teacher shortage. Research shows that Black teachers’ retention rates are often lower than the retention rates of White teachers. Black teachers report low salaries, lack of administrative support, and other school variables as reasons for leaving the teaching profession. Seeking to alter the predominantly White, middle class teaching force and potentially impact students’ educational experiences, this qualitative study examines twelve Black female teachers’ intentions to remain in the K-12 classroom. Utilizing conventional content analysis, three themes emerged regarding the retention of Black female teachers. Conclusions, recommendations, and implications are offered for school administrators and educational policymakers. 相似文献
15.
Silvia Cristina Bettez Jean Rockford Aguilar-Valdez Heidi B. Carlone Jewell E. Cooper 《Cultural Studies of Science Education》2011,6(4):941-950
This article is a response to Randy Yerrick and Joseph Johnson’s article “Negotiating White Science in Rural Black America:
A Case for Navigating the Landscape of Teacher Knowledge Domains”. They write about research conducted by Yerrick in which
videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis
is framed through Shulman’s (1986) work on “domains of teacher knowledge” and Ladson-Billings’ (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier
emphasis on Shulman’s work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential
to provide a more nuanced analysis of what occurred in Yerrick’s classroom from a critical lens. Thus we examine Yerrick and
Johnson’s work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical
reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but
also users and critics of such knowledge. 相似文献
16.
The study seeks to determine the underlying factors contributing to the overrepresentation of minorities in school disciplinary programs. Data from 207 Disciplinary Alternative Education Programs (DAEPs) in Texas are analyzed. The data represent more than 62 % of the student population of Texas school districts. Results support the hypothesis that the ‘whiteness’ of school district undesirably affects the overrepresentation of Black students (but not Hispanic students) in DAEP. Overrepresentation of Black students in disciplinary programs is significantly higher in urban school districts than in rural districts. The findings, however, add a new layer of complexity to the debate on the overrepresentation of minorities in disciplinary programs. This is because not only White school districts are more likely than other districts to exercise their discretionary authority to punish minorities but they also more frequently subject their minority students to mandatory disciplines that are well defined by the state. Plausible explanations of such overrepresentation is offered for future research. Neither wealth nor the districts’ type (urban, suburban, rural and mid-size) have been found to have significant impact on discretionary or mandatory disciplinary actions against minority students. 相似文献
17.
Abiola Farinde-Wu 《The Urban Review》2018,50(2):247-266
Black female educators played a vital role in segregated schools prior to the 1954 landmark Supreme Court case Brown v. Board of Education of Topeka, Kansas. Despite their notable and historic presence in the field of public education, presently they are disproportionately underrepresented in the U.S. teacher workforce. Acknowledging the shortage of Black female teachers in K-12 classrooms, the purpose of this qualitative study is to explore why Black female educators teach in urban schools. By examining Black female educators’ initial draw to urban schools in what I conceptualized as the urban factor, I hope to reframe the implicit biases often surrounding urban schools. Concluding, three themes emerged about Black female teachers’ thoughts on and preferences for urban schools, with additional unexpected findings about their perceptions of student behavior and teacher retention. 相似文献
18.
Sunha Kim Mido Chang Kusum Singh Katherine R. Allen 《Journal of Education for Students Placed at Risk》2013,18(4):336-351
This study examined the dropout trajectories of racial and linguistic minority students and explored the effects of students' contextual factors on their high school dropout risks. Our motivation was to identify the dropout patterns of Black, Hispanic, and Hispanic English language learner (ELL) students, who have comparatively high dropout rates, and to suggest ways to promote high school completion. We employed a survival analysis using the National Longitudinal Survey of Youth 1997 (NLSY97) from the U.S. Bureau of Labor Statistics. The results showed that the 3 minority groups displayed significantly higher dropout risks than the White group. The overall pattern of dropout risks increased over time, with the dropout rates of the Black students high in the 1st and 2nd years of high school and the highest dropout rates for Hispanic ELL students in their senior year. A gender difference was found among the students, with male students having higher dropout risks than female students. It was also found that students' positive relationships with their teachers were associated with lower dropout risks. 相似文献
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20.
Clarrice Rapisarda Marty Jencius Jason McGlothlin 《International journal for the advancement of counseling》2011,33(4):361-375
This study examined the experiences of master’s students in regard to their participation in a multicultural role-play and
review process (Jencius et al.
2004). Whereas the literature has supported the use of role-plays as a multicultural training technique (Alvarez and Miville 2003; Vazquez and Garcia-Vazquez 2003), there is a distinct lack of information on the actual role-play experience itself. The data analyzed from participants’
reported experiences about their student counselor and student client roles in this study offers valuable feedback to those
who teach multicultural counseling. Participants reported qualitatively different experiences based on which particular role
they held. 相似文献