Search results for: African American students
Page 2/2 18 items
Through participant observation and interview, the researcher’s efforts must coincide with the students’ to engage in critical thinking about the problems and issues of interest as both the researcher and participants seek mutual humanization through understanding. Working from a 2006–2007 study of language, literacy, and difference in a multiethnic high school and youth community, the author provides examples fieldwork moves youth and him made together. The author looks to understand these moves as humanizing for both the participants and him as a researcher.
Updated: May. 16, 2012
In this article, the author focuses on African American undergraduates to illuminate the consequences of situated White academic beliefs, procedures, and traditions on social and academic life at predominantly white institutions (PWIs). The author proposes White institutional presence (WIP) as a framework that can enhance understanding of embedded ideologies of Whiteness and provide a meaningful guide for institutional reflection. The manifestation of WIP can be categorized into four intricately linked attributes: White ascendancy, monoculturalism, White blindness, and White estrangement.
Updated: Apr. 04, 2012
Assessing Neighborhood Racial Segregation and Macroeconomic Effects in the Education of African Americans
The triangulated approach of this review assesses (a) the association of a neighborhood’s racial segregation and low level of economic resources to less academic success, (b) whether certain neighborhood social processes lower children’s educational performance, and (c) if residential opportunity leads to improvements in educational performance after children leave impoverished and segregated neighborhoods for integrated and middle-class areas.
Updated: Mar. 14, 2012
When Gender Issues Are Not Just About Women: Reconsidering Male Students at Historically Black Colleges and Universities
The primary purpose of this study is to examine the research and literature on African American male enrollment, experiences, and degree completion trends at four-year Historically Black Colleges and Universities (HBCUs). The secondary goal is to recenter the gendered dialogue that occurs within HBCU undergraduate student research, such that barriers specific to African American men are identified and examined, with the expectation of better promoting their postsecondary success. Critical analysis of historical data from the mid-19th to early 21st century indicates that African American males have indeed been neglected in research on undergraduate enrollment, experiences, and degree completion at four-year HBCUs.
Updated: Oct. 24, 2011
This essay discusses Justice Kennedy’s unique views in the Seattle school desegregation decision. The article also tries to clarify the relationship between social science evidence on desegregation benefits and the requirements of narrowly tailored remedies. The article analyze student achievement data of Black students from the Charlotte-Mecklenburg district.
Updated: Jun. 13, 2010
The author investigates the behavioral climate and teachers’ use of developmental instruction in predominantly black schools in three databases. The author concludes that consistent with prior research, teachers are much more likely to report incidences of problem behavior in predominantly Black schools. Consequently, the instructional environment in predominantly Black schools and classrooms is tailored somewhat to reduce classroom disruptions and maintain an orderly environment.
Updated: Jun. 01, 2010
This article examines perceptions of language by two African American teenage males who travel between the intricacies of Black English and Academic English in their daily lives. To understand youth language perceptions, the article is guided by the following inquiry: Given the historically dichotomous relationship between Black English and Academic English, how do youth perceive language in their struggle to acquire academic success? In this examination, the author argue that classrooms should be more responsive to students’ languages and identities.
Updated: May. 25, 2010
Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers
This study situated in a Southern resegregated Black middle school. It involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices?
Updated: Jun. 15, 2009