Browsing by Subject "African American student achievement"
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Item African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers? Beliefs and Practices(2013-12-03) Williams Jefferson, Rhonique LiaThis research study was conducted as a qualitative case study of five successful teachers of African American students in a middle income, urban school district. The study was designed to hear the ?muted? voices of successful teachers concerning their beliefs and practices when they effectively provide learning opportunities for African American students in their classrooms. Ethic of Care and Equity Pedagogy created the theoretical framework for interpretation of the powerful narratives and counter-storytelling that influenced this group of successful teachers. Data were collected by conducting in-depth, semi-structured interviews. Constant comparative method and narrative analysis were used to code and categorize the data. Analysis was conducted after each interview to discover emergent themes. Teachers conducted member checks throughout the process. The findings from the study yielded the following: (1) teachers developed an educational approach that informed their instructional practices, (2) teachers displayed a high level of efficacy and care when working with their students, particularly African American students, (3) teachers build relationships with students that required students to work at higher levels of rigor and meet more demanding expectations for performance. Themes that emerged included: care, parental involvement, culturally responsive pedagogy and ?life skills?.Item The role of teacher mistrust and parental racial socialization on academic disidentification in African American male college students(2012-08) McClain, Shannon Elizabeth; Cokley, Kevin O. (Kevin O'Neal), 1969-; Suizzo, Marie-AnneThe academic achievement gap is one of the most important areas of inquiry in education today. Racial-ethnic disparities in achievement continue to be persistent at every level—including post-secondary education. Research suggests African American males are particularly likely to disidentify with academics, resulting in a lack of a significant relation between academic self-concept and academic outcomes. Research has found a relationship between racial-ethnic messages that parents give to their children and academic achievement. Further, the student’s gender may impact the types of parental messages given. Multiple regression statistical analysis will be used to determine if the relation between academic self-concept and GPA is moderated by parental racial-ethnic socialization, teacher mistrust, and gender.