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1.
Monique Lane 《Equity & Excellence in Education》2017,50(1):13-24
Approaches to rectifying the inequities Black female students encounter in U.S. educational institutions are rarely discussed in the body of research in which these individuals are the foci. In this critical race feminist auto-ethnography, the author used qualitative data from a two-year study of a girls' empowerment program that she established at an urban public high school. Through an analysis of Black feminist curricula, in-class video footage, student artifacts, and interviews with former participants, the author argues that Black feminist pedagogy may promote the development of positive social and academic identities among African American female youth. Concrete, research-based guidelines for developing culturally responsive pedagogical interventions are discussed. 相似文献
2.
In this article, the author reports findings from a youth participatory action research (YPAR) project, aimed to engage a group of Black girls from a low-income urban high school in a social justice project. The YPAR project conducted during the 2015 and 2016 academic year focused on a critical examination of the high school educational pathway to specialized fields, such as STEM careers. Findings from phase one of the project show Black girls know race and class affects their educational experiences. However, they know little about racial and gender disparities along STEM educational pathways. In fact, when given an opportunity to engage in a critical examination of school-based issues, these girls initially reified negative racial stereotypes to explain social and educational injustices. The findings reveal how school and culture intersect and affect urban Black girls’ school experiences, perception of educational and specialized career pathways, and their racial identity development.
相似文献3.
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
4.
Susan D. McMahon Anna L. Parnes Christopher B. Keys Judah J. Viola 《Psychology in the schools》2008,45(5):387-401
Positive school environments and school belonging have been associated with a variety of positive academic, social, and psychological outcomes among youth. Yet, it is not clear how these constructs are related, and few studies have focused on urban at‐risk youth with disabilities. This study examines baseline survey data from 136 low‐income African American and Latino students in grades 5 to 12, most of whom have disabilities, recently transferred following a school closure. Using structural equation modeling, we tested a model that examined the relationships among school stressors and resources, school belonging, academic outcomes (school satisfaction and academic self‐efficacy), and psychological outcomes (anxiety and depression). This model was an excellent fit with the data, and findings indicate that school belonging plays a central role in explaining how school context can affect both psychological and academic outcomes. This model has implications for school‐based interventions that can enhance student success and well‐being. © 2008 Wiley Periodicals, Inc. 相似文献
5.
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
6.
Adam R. Jeffers 《Equity & Excellence in Education》2017,50(2):222-240
This research examines academic experiences of African American males (ages 18–25) who attended urban schools in southern California. The participants were incarcerated for at least one year prior to being housed in a pre-release program where they reflected on their academic experiences and perceptions of the school environment. The participants' academic experiences reflect many of the stories of young African American males in public schools. Data were collected from individual and group interviews, questionnaires, observations, and short writing responses providing a unique perspective within a critical race theory framework. Participants' early academic experiences were most positive during kindergarten and declined as they grew older. The academic experiences of these young men seemed to profoundly impact their social, cultural, and psychological development as well as their life choices, which may have led to incarceration. 相似文献
7.
Kris Marsh 《International journal of qualitative studies in education》2013,26(10):1213-1237
Signithia Fordham’s theory of “racelessness” purports that while interacting with teachers, administrators, and peers in the school setting, academically successful Blacks must suppress the racial identities of their home worlds to secure and maintain the label of high achiever. My objectives were to examine how young Black women navigate between racially homogenous public schools in their neighborhoods to a racially integrated setting, and to highlight their involvement in work groups and social clubs as a way of expressing their racial identity and burgeoning womanhood. This study used interviews and questionnaire data gathered from a cohort of high-achieving young Black women in a highly selective honors high school to dispute Fordham’s theory, and to examine the various strategies that these women use to become and remain academically successful. This study revealed that through social club participation these female students are not raceless, and consciously identify as Black, and develop and demonstrate versions of Black womanhood that allow them to negotiate diversity. Implications for promoting racial integration, the development of Black identity, and the academic success of Black female students are provided. 相似文献
8.
Previous studies often document that Black and Latinx adolescents demonstrate considerable positive self-concept despite their low academic achievement. We critically reviewed two common psychological explanations for this paradoxical phenomenon: selective devaluation hypothesis (lower value placed in schoolwork protects their self-concept) and external attribution hypothesis (external attribution of poor achievement protects their self-concept). For a deeper understanding of Black and Latinx youth’s development of self-concept as racially or ethnically influenced process, we revisited these hypotheses with consideration of explanatory mediator (i.e., academic value) and moderator (i.e., perceived school fairness), based on nationally representative longitudinal data of Black, Latinx, and White 10th graders (n ≅ 12,920, 50.5% female). Contrary to the selective devaluation hypothesis, we found that Black and Latinx youth placed greater value in schoolwork than White adolescents. Contrary to the external attribution hypothesis, self-concept was similarly related to previous achievement between Black and White adolescents and more closely related among Latinx adolescents. Based on the results, we proposed three alternative hypotheses that might better explain the process of developing academic self-concept among Black and Latinx youth. 相似文献
9.
Given the challenging in- and out-of-school outcomes that some boys and young men of color exhibit, researchers, policymakers, and practitioners have advocated for increasing the number of Black male teachers. This strategy is predicated on the belief that having same-race and same-gender teachers can improve student learning. Drawing on Shedd’s Universal Carceral Apparatus and Brown’s Pedagogical Kind, this study used the qualitative method, specifically phenomenology, to explore the school-based experiences of 27 Black male teachers across 14 schools in one urban school district. Participants perceived that their peers and school administrators positioned them to serve primarily as disciplinarians first and teachers second. The Black male teachers described how their colleagues expected them to redirect student misbehavior. They rejected the idea that they were magically constructed or that students who were deemed as misbehaving responded to the teachers’ redirection simply because they were Black men. Instead, participants described how they attended to students’ social and emotional development, thereby influencing their capacity to engage and manage perceived misbehavior. Implications for future research are presented at the conclusion of the study. 相似文献
10.
Alan Davis 《Journal of Education for Students Placed at Risk》2013,18(2):141-152
This study compared the occupational aspirations of beginning high school students by gender and ethnicity, and examined the relationship between the educational demands of the occupations desired by students and their academic performance before and after entering high school. Desired occupations were obtained from 662 entering 9th-grade students in a large urban district, and linked to General Educational Demand ratings and to student grades. Young women were more likely than young men to aspire to professional occupations and to occupations requiring more education. The educational demands associated with students' aspirations accounted for about 3% of variance in grades. Educational demands of desired jobs were highest across all groups for Latina young women and lowest for Latino young men. Forty-one percent of African American young men aspired to be professional athletes, but this aspiration was not associated with grade point average before or after entering high school. 相似文献
11.
Alan Davis V. Scott Solberg Christine de Baca Taryn Hargrove Gore 《Journal of Education for Students Placed at Risk》2014,19(3-4):169-182
This study evaluated the degree to which a range of social emotional learning skills—academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress— could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban school district, we found that high school students classified as performing in the lowest 25% of their grade reported lower social emotional skills than students classified in the top 25% of academic performers by the end of the 8th grade. Two variables, perceived importance of attending college and psychological and physical stress, accounted for nearly 26% of the variance in cumulative high school GPA after controlling for 9th-grade GPA. Finally, the results indicated that a combination of 5 social emotional learning subscales effectively discriminated between students making positive progress towards high school graduation and those identified as having dropped out of or failed more than 14% of their courses. 相似文献
12.
Cynthia Taines 《The Urban Review》2011,43(3):414-435
This article examines the emergence of a dialogue among urban youth about their educational condition, and the opportunities
for learning and collaboration that ensue. The study is based on observations and interviews with eight students in a community-based
program that supports the engagement of young people in school reform. Notably, the membership includes youth enrolled in
both urban and suburban high schools. Findings reveal that the students capitalized on their dialogic inquiry process by constructing
knowledge of educational disparity and forging coalitions across district lines. Implications include the possibilities for
structuring and supporting students’ social inquiry, and the potential for diverse, student-led dialogues to advance the cause
of educational equality. 相似文献
13.
This article examines college-going identity construction for Black, Latino, and Asian American and Pacific Islander high school students. The authors use Marcia’s (J Personal Soc Psychol 3(5):551–558, 1966; in: Delson (ed) Handbook of adolescent research, Wiley, New York, 1980) ego identity statuses perspective to examine how students develop their college-going identities to consider their post-high school pathways. We draw on focus groups interviews with 153 Black, Latino, and Asian American Pacific Islanders students enrolled in 10 urban and suburban high schools in California. The findings show the importance of being somebody, not quitting before establishing a career or graduating from college, joining the military as a pathway to finance postsecondary education, and the internal pressure to pay for higher education. The significance of this paper challenges the dominant narrative of young men of color not invested or interested in higher education, but highlight how the young men of color negotiate their agency in constructing their ideas and making decisions based on how various tensions and aspirations shape their goals after high school. 相似文献
14.
Kelly M. Tu Kim D. Gregson Stephen A. Erath Gregory S. Pettit 《Parenting, science and practice》2017,17(3):157-176
Objective. The present study investigated whether longitudinal associations between peer-related parenting behaviors (facilitation of peer interactions, social coaching about peer problems) and peer adjustment were moderated by young adolescents’ peer status. Design. Participants included 123 young adolescents (mean age = 12.03 years; 50% boys; 58.5% European American) at Time 1. At Time 1 (summer before the middle school transition), parents reported on their facilitation of peer interaction opportunities and coaching strategies to a hypothetical peer exclusion situation; teachers reported on youth peer acceptance. At Times 1 and 2 (spring after the middle school transition), youth reported on peer adjustment (friendship quality, loneliness, peer victimization). Results. Peer acceptance (pre-middle school transition) moderated prospective associations between peer-related parenting and peer adjustment, yielding two patterns of associations. Parental facilitation predicted better friendship quality and lower levels of loneliness over time among youth with high peer acceptance, but not among youth with low peer acceptance. In contrast, parental social coaching predicted better friendship quality among youth with low peer acceptance, but lower friendship quality among youth with high peer acceptance. Conclusions. Not all forms of positive peer-related parenting are equally beneficial for all youth. Well-accepted youth may have the social opportunities to take advantage of parental facilitation, whereas low-accepted youth may have greater social needs and benefit from support in the form of social coaching. Implications of these findings are discussed in relation to the literatures on peer-related parenting and peer adjustment. 相似文献
15.
《The Educational forum》2012,76(4):430-433
Abstract This article shares findings from a year-long study about social practices of high school youth with mobile devices during school time. In particular, this study found that students see their school time as fluidly social and academic. Educators and policy-makers need to carefully consider these social practices when preparing 21st century youth for engaging with technology in responsible and meaningful ways beyond their time in school. 相似文献
16.
Donna Y. Ford 《Roeper Review》2013,35(3):130-136
This study examined determinants of underachievement as perceived by 148 Black fifth‐and sixth‐grade students in an urban school district. Explored were the respective influences of social, psychological, and cultural determinants of underachievement as perceived by Black students in three different academic programs (gifted, above‐average, and average). Students were placed into groups based on profiles of achievement behavior (Types I through V) and compared relative to their perceptions and attitudes. Findings from the statistical analyses (frequency analyses, t‐tests, analyses of variance, and multiple regression) suggest that psychological factors played the greatest role in underachievement or poor achievement motivation, and that underachievement behaviors were noted among all students, irrespective of their academic program. Implications and recommendations are suggested for educators working with gifted, above‐average, and average Black students in urban areas. 相似文献
17.
Youth Perspectives on Parental Career Influence 总被引：2，自引：0，他引：2
Luther B. Otto 《Journal of Career Development》2000,27(2):111-118
The role of parents in youth career development is generally acknowledged though, often, perfunctorily. This inquiry examines youth perceptions of parental influence on their career development. We ask young men and women about specific career development attitudes and behaviors that bear on their relations with their parents. The sample consists of survey data from 362 high school juniors. The results confirm the trend of recent studies that report compatibility between parent and youth values, aspirations, and plans. Of all the people to whom youth can turn for help with making career plans, most look to their mothers. The findings apply across gender, to young men as well as young women; and they apply across race, to minority youth as well as majority-culture youth. The results underscore the importance of parents as allies and resources for career counselors in facilitating youth career development. 相似文献
18.
This study discusses the needs and challenges associated with Latino males’ treatment in public schools. The primary concern is how nationally, only one in two Latino males graduate from U.S. high schools (Schott Foundation for Public Education in Black Lives Matter: The Schott 50 State Report on Public Education and Black Males, http://blackboysreport.org/, 2015). However, a growing body of research has emerged, heightening Latino males’ social and academic needs in traditional K-12 educational settings. In this paper, we highlight the need to focus on alternative school settings through the narratives of four Latino males enrolled in two alternative public schools. Our findings describe the nuances in alternative schooling experience for Latino males. It explores the school context's differences to (re)engage youth back into school and the various factors that shape their future aspirations. We discuss implications for research and practice to improve alternative schools' conditions to better serve Latino males in this overlooked sector in the educational pipeline.
相似文献19.
This article focuses on the achievement gap, with attention devoted to underachievement and low achievement among African American males in urban school contexts. More specifically, the article explains problems and issues facing or confronting these Black male students in urban education settings. A central part of this discussion is grounded in the achievement gap literature on Black students in general and implications for Black males in particular. Another fundamental aspect of this discussion is the need for urban educators to adopt a social justice or civil rights approach to their work, which means an equity-based and culturally responsive approach in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of gifted, high-achieving, and high potential African American males are provided to urban education educators and families. 相似文献
20.
《International Journal of Educational Research》2004,41(1):10-23
A moderation-mediation model was developed to investigate relationships among adolescents’ family, school learning environments, individual characteristics, and measures of the academic, affective, and social outcomes of young adults from different cultural backgrounds. Data were collected as part of a longitudinal survey of Australian youth. The findings indicated that: (1) adolescents’ family backgrounds, family and school capital, and individual characteristics combined to have a large association with young adults’ educational attainment, a small relation to subjective well-being, and a medium association with social engagement, (2) adolescents’ family backgrounds moderated relationships between the intervening variables and young adults’ educational attainment and social engagement, (3) the intervening individual characteristic and social capital variables partially mediated the relationships between family background and measures of the young adults’ outcomes, and (4) after taking into account the other predictors in the model, young adults’ earlier educational attainment was related to their later attainment and social engagement. 相似文献