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1.
Educational programs are seen as a vehicle for improving the educational experiences and life outcomes for youthful offenders.
In 1998 North Carolina started the Workplace and Community Transition Youth Offender Program (YOP). The program offers youth
post-secondary educational courses. Our study examines 2007–2009 data from YOP youth participating in the program. Using students’
voices our study shows that YOP not only decreases recidivism drastically, but has a personal impact in the youth participants’
lives. YOP provides a space of change that is not prison or a traditional college. The hybrid figured world provides an opportunity
for African American male youth to re/author themselves creating new hybrid identities. The youth author themselves as students
versus inmates. These new identities and educational competencies have potentially long term benefits for youth offenders
and for communities. 相似文献
2.
When the “Burden of Acting White” is Not a Burden: School Success and African American Male Students
David W. Stinson 《The Urban Review》2011,43(1):43-65
In this article, the author reports the “voices” of four academically successful African American men, in their early 20s,
as they explicitly respond, in retrospect, to questions regarding the applicability of the burden of acting White theory to their schooling experiences—responses made after reading research articles written by Signithia Fordham and John Ogbu.
In general, the responses from the four men illustrate that they successfully negotiated the burden of acting White, even
as they revealed instances in which the theory might have been applied to their schooling experiences. The author argues that
the various interpretations and uses of Fordham’s and Ogbu’s (single- and co-authored) theories—and, in part, the theories
themselves—failed to escape the lure of oversimplification. In that, the (mis?)interpretations and (mis?)uses often oversimplified
the theories, and, in turn, the schooling experiences of Black students (and historically marginalized students in general). 相似文献
3.
Jeannine Dingus 《Teaching Education》2013,24(3):195-206
The scholarship on historical and contemporary African‐American teachers highlights the emphasis on community connections in their work. As such, the scholarship portrays African‐American teachers almost exclusively as givers without fully considering what teachers derive from community connections. This paper describes a qualitative study in which intergenerational African‐American teachers illustrate the dual nature of community connections and the ways in which constructs of community informed their work. Three distinct points along the professional spectrum—entry, career development, and long‐term career trajectories—illuminate the ways in which community reciprocity impacts and informs the teachers under study. Study findings elucidated a communal reciprocity in that community connections influenced professional entry contributed to feelings of personal and professional self‐worth and impacted long‐term career goals. 相似文献
4.
This paper reviews the results of a citation analysis conducted to determine the extent of references to African American scholarship in American criminology texts published between 1918 and 1960. The analysis showed that African American graduates from the University of Chicago's “Chicago School”, including Charles Johnson, E. Franklin Frazier, Monroe Work, and Earl R. Moses, were cited most often. They were usually cited in discussions of either race or culture areas and crime. African American scholars' discussions of the effects of social, economic, and political conditions such as slavery, segregation, racism and oppression on crime and criminality, especially among African Americans, were generally not cited. These findings suggest that while claims that African American scholarship cannot be found in mainstream publications might be somewhat overstated as they relate to early American criminology texts, the most important themes found in the writings of African Americans were excluded. 相似文献
5.
This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using
interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic
achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the
analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses. Findings
also revealed that educators were concerned about the lack of access for African American students to AP courses. Further,
issues of belonging and operational citizenship within the school environment were raised. Recommendations for pedagogical
techniques are presented as well as suggestions for future research.
Jocelyn D. Taliaferro is an Assistant Professor in the Department of Social Work at North Carolina State University. Dr. Taliaferro
earned her BA degree in Psychology with minors in African American Studies and English from University of Delaware and her
MSW from Howard University in Washington, D.C. She returned to University of Delaware to earn her PhD in Urban Affairs and
Public Policy. Dr. Taliaferro’s teaching and research interests include African American student achievement, social policy,
community development, and family support.
Jessica T. DeCuir-Gunby is an Assistant Professor of Educational Psychology in the Department of Curriculum & Instruction
at North Carolina State University, CB#7801, Raleigh, NC, 27695, USA. Dr. DeCuir-Gunby earned her BS degree with a double
major in Psychology and Spanish from Louisiana State University. She earned both her MA and PhD degrees in Educational Psychology
at the University of Georgia. Dr. DeCuir-Gunby’s research and theoretical interests include race and racial identity development
in education, Critical Race Theory, mixed methods research, and emotions. 相似文献
6.
Frances Contreras Thandeka K. Chapman Eddie Comeaux Gloria M. Rodriguez Eligio Martinez Jr. Malo Hutson 《International journal of qualitative studies in education》2018,31(8):747-768
AbstractHigh-achieving African American students in California are not attending University of California (UC) campuses. Due to hyper-implementations of Proposition 209, which limited UC campuses’ ability to use race as a significant admission criteria, the UC system and individual UC campus policies have scaled back their efforts to recruit high-achieving African American students from California. This article presents findings from the qualitative portion (n?=?74) of a convergent mixed-method study of over 700 African American college-going students. Findings convey the critical role that access, outreach, diversity, and climate plays in the college choice process of African American high achievers. Drawing upon higher education and critical race literature, the findings further reveal the challenges and opportunities for states and elite universities in retaining its brightest students from diverse backgrounds. This research also conveys the potential of research to inform state, systemic, and institutional policies to increase access to selective public universities. 相似文献
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8.
Although there is an association between experiencing childhood emotional abuse and feeling hopeless as an adult, it is critical to understand the factors that may be protective in this relationship. The goal of this study was to determine if two protective factors, namely spiritual well-being, including both religious and existential well-being, and positive self-esteem, served to mediate the association between childhood emotional abuse and adult hopelessness. The sample for this investigation was low-income African American women suicide attempters who were abused by a partner in the prior year (N = 121). A path analysis revealed that in this sample, the childhood emotional abuse–hopelessness link was mediated by existential well-being and positive self-esteem, as well as by the two-mediator path of emotional abuse on existential well-being on self-esteem on hopelessness. Results suggested that existential well-being may be a more salient protective factor for hopelessness than religious well-being among abused, suicidal African American women who experienced childhood emotional abuse. Findings highlight the value of culturally relevant strategies for enhancing existential well-being and self-esteem in this at-risk population to reduce their vulnerability to feelings of hopelessness. 相似文献
9.
Since the mid 1960s, there has been a noticeable decrease in the percentage of African American educators. Although a sizeable literature is dedicated to understanding how to recruit African American teachers, fewer studies focus on recruiting and retaining African American school psychologists. Therefore, this exploratory qualitative study investigated factors important to African American school psychologists when they were selecting a school psychology graduate program to attend and their perspectives on strategies that might facilitate an increase in their numbers. Four major themes of Location, Raise Awareness, Recruit, and Support emerged. Based on the results, a three-prong approach for recruiting African Americans into school psychology graduate education is presented. 相似文献
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11.
The purpose of this study was to determine whether significant group, gender, and grade differences existed in the preferred learning styles of gifted minority students. The Learning Style Inventory (Dunn, Dunn, & Price, 1987) was administered to 54 African‐American (20 males, 34 females), 61 third‐generation Mexican‐American (26 males, 35 females), and 40 third‐generation American‐born Chinese (25 males, 15 females) students. A three‐way analysis of variance on the LSI raw scores of gifted African‐American, Mexican‐American, and American‐born Chinese students indicated significant group differences in preferences for noise, light, visual modality, studying in the afternoon, and persistence. Significant gender differences were found in preferences for the tactile modality and intake. Finally, significant grade differences were found in preferences for temperature (warm/cool environment) and mobility. Findings support and extend past research regarding the learning styles of gifted students. 相似文献
12.
LaGarrett Jarriel King 《Teaching Education》2014,25(4):427-456
Drawing from the historical lens of cultural memory, I examined the development of three social studies pre-service teachers’ African American history knowledge. The participants were engaged in a rigorous summer reading program dedicated to learning African American history. This qualitative case study examined both pre and post interpretations of African American history and discussed the varied ways the subject was interpreted by the pre-service teachers. The findings indicated that the reading program influenced African American history knowledge both positively and negatively. The paper ends with recommendations for teacher educators interested in expanding the development of pre-service teachers’ knowledge of African American history. 相似文献
13.
This case study investigation of three Academically Gifted African American male high school seniors in a predominantly African
American urban high school examines the interplay between their ethnic and academic identity. Using an embedded micro-ethnographic
approach, we explore the extent to which these students value educational attainment, the extent to which they connect with
their ethnicity, and those “significant others” who inhibit or dissuade the development of their ethnic and/or academic identity.
Consistent with the conclusions of more recent educational literature, findings indicate participants in this investigation
value the purpose and intent of schooling and the mobility associated with it, express “Blackness” is an essential component
of their academic achievement and overall self concept, and credit people within their immediate social network for opening
their eyes to social injustices within the world at an early age. Implications for research and practice are discussed. 相似文献
14.
Emery Petchauer 《The New Educator》2016,12(2):171-190
This article reports findings from a 3-year qualitative study exploring the experiences of African American preservice teachers as they prepared for the Praxis “basic skills” teacher-licensure exam, a gatekeeper to many teacher-education programs. Using the construct of self-efficacy, results illustrate how students assess their Praxis capabilities from (a) previous mastery or failure experiences with other standardized tests and classes from college to elementary school and (b) vicarious experiences from African American students, friends, and family members. The article provides recommendations to prepare students for preprofessional examinations such as Praxis that often limit the numbers of African American teachers eligible for certification. 相似文献
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16.
Claire E. Baker 《Early education and development》2015,26(3):342-355
Research Findings: There is growing evidence that home learning stimulation that includes informal numeracy experiences can promote math-related learning in school. Furthermore, national studies suggest that children who start kindergarten with stronger math skills are more likely to succeed in high school. This study used a large sample of African American boys to examine family, neighborhood, and demographic predictors of math achievement at kindergarten entry. Hierarchical regression analyses revealed that mothers who engaged in more frequent home learning stimulation that included informal numeracy experiences (e.g., playing counting games) had sons who entered kindergarten with more advanced math skills. In addition, older, more educated mothers with fewer children living in their homes had sons with more advanced math skills at kindergarten entry. Practice or Policy: Findings suggest that home-based parent involvement that helps children make sense of numbers in ways that are meaningful for them can promote math skills at kindergarten entry. 相似文献
17.
This paper aims to better understand African American pre-service teachers?? perspectives on urban education. Over a 2-year period, pre-experience and post-experience surveys were conducted at a Historically Black University (HBCU) after pre-service teachers completed an urban education immersion course in order to frame their understanding of perspectives on urban education. Ultimately, the results indicate that the African American pre-service teachers?? perceptions of urban teachers, urban administrators, and a career in urban education were statistically more positive after the immersion course, but their views of urban parents became more negative. These results provide further implications for teacher education programs. 相似文献
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19.
The Awakening of Self-consciousness of the African American Women—an Analysis of Dee in Everyday Use
Alice Walker is one of the prominent American writers in American women’s literature and black literature in 1950s-1960s. Everyday Use is regarded as Alice Walker’s best-written short story. The prevailing opinion among the critics about this story is that Dee is the traitor of black American’s cultural heritage, and the mother and Maggie are the hope of true value of the African Americans’ tradition and heritage; however, after considering the historical and cultural background of the story, we may safely come to the conclusion that Dee actually took the first step toward the awakening of self-consciousness of the African Americans women. 相似文献
20.
Science educators have yet to identify ways to enable inner city African American high school students to experience success
in science. In this paper, we argue that understanding the ways in which cultural practices from fields outside of school
mediate what happens inside classrooms and contribute to the learning of students is crucial to addressing current disparities
in science performance. Specifically, we explore the significance of movement expressiveness dispositions to the lives and
the learning of economically disadvantaged African American youth. These particular dispositions have been repeatedly observed
in our research, and they can be important resources for the creation of individual emotional energy, collective solidarity,
and heightened engagement in learning activities since they provide resources for the (re)shaping of identity. Thus movement
expressiveness dispositions hold potential for transforming the teaching and learning of these students.
相似文献
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