Browsing by Subject "African American students"
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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 An analysis of self-concept of black students in predominantly black and predominantly white universities in the southern region of the United States.(Texas Tech University, 1975-05) Vaughn, Doris MarieNot availableItem An Interpretive Case Study of Stakeholders' Perceptions on the Enrollment and Progression of African American Students in High School Foreign Language Courses(2012-10-19) Schoener III, HerbertThe "achievement gap" is a common term in Texas public education, often referring to academic differences in achievement among student ethnic groups within the core curriculum. Seldom is Foreign Language referenced in, nor even considered relevant to such discussions in addressing the achievement gaps that exist in our public schools, although Foreign Language holds significant influence on both students' high school and post-secondary academic trajectories. Throughout the state of Texas, it has been found that African American students are not progressing in foreign language study at the same rate and length as Hispanic, White, and Asian students; these stark achievement gaps appear to be going unmentioned, unnoticed, and/or unaddressed. This interpretive case study examined the perceptions of foreign language teachers, counselors, and administrators at a central Texas high school campus through a critical lens, regarding why they felt African American students are not progressing in foreign language courses, as compared to other student ethnic groups. Data collection for this qualitative study included individual interviews, focus group sessions, field notes, documents, and school records. For data analysis, the study employed the constant comparative method. Four general themes emerged from interviews and focus group sessions with stakeholders. These themes included deficit views, racial erasure, paralogical beliefs and behaviors, and organizational constraints, which described obstacles standing in the way of creating an equitable campus for all students. This study offers implications for educational policy, practice, and future research. For policy, Texas high school graduation requirements for foreign language should be increased and accountability measures for student learning in foreign languages should be instated. For practice, the high school should commit itself to ongoing, yearlong staff development to address equity traps at the campus. Practice should also include student performance data in foreign languages to help guide discussions about achievement gaps with African Americans and other student ethnic groups. Implications for future research include the need to examine the transferability of this study's findings to public middle school and high school campuses in Texas. Future studies should also investigate the equity trap avoidance and employment of the gaze in the context of public high school foreign language courses.Item Aspirations Realized? Exploring the Roles of High School Counselors when Discussing Colleges and Agricultural Career Paths with African American College Students(2013-11-25) Johnson, Anwar RashaadFortifying the pipeline of underrepresented African Americans in agriculture can offer a practical solution to the industry?s scanty amount of involvement by people of color. The chief purpose of this study was to explore and analyze secondary counselors and their roles when discussing colleges and occupational career paths with African Americans, specific to agriculture. Counselors play a central role in being a vital resource for African Americans seeking academic and career guidance. Given the vast amount of research available on the academic achievement disparities for African Americans, secondary counselors have a tremendous opportunity to alter these differences. Data collection was achieved through a series of face-to-face, semi- structured interviews. This qualitative study chronicled each participant?s life through rich, thick descriptions. Analysis of data occurred using the constant comparative method, and categorization was best accomplished by open coding which sectioned pertinent data into themes, constructs, and patterns. The results of the study yielded the following as it related to the reflections of these four high-achieving college African Americans in that they: a) were self-motivated and did not actively seek out the counselors for their advice; b) indicated the counselors were products of the school size rendering them helpless when giving in-depth counsel; c) mentioned, more often than not, counselors tended to align themselves with students of a certain social class, whether in athletics, or according to socioeconomic indicators, popularity, or academics; d) went to diverse high schools with large, multiethnic populations in relatively urbanized centers; and, e) revealed that because of the lack of counselor interaction, they would often accept advice from other individuals, regardless of experience.Item Closing the achievement gap : a case study examining the role of the superintendent executive team in improving African American and Hispanic student performance in a Texas school district(2015-05) López, Ricardo, Ed. D.; Sharpe, Edwin Reese; Olivárez, Rubén; Palmer, Deborah; Ovando, Martha N; Zolkoski, MichaelThe challenge of district-wide reform to accelerate the reduction of achievement gaps is a point of emphasis in the American public school system. Today’s superintendents are expected to focus on enhancing district-wide instruction at both national and state levels, in order to close achievement gaps, particularly for African American and Hispanic students. Superintendent success in creating and sustaining effective instructional frameworks has been the subject of few studies since high stakes testing was introduced in the 1990s. Similarly, research has also focused on district efforts to close achievement gaps (O’Doherty, 2007) and others have examined the role of the superintendent in reducing achievement gaps (Harris, 2014) illustrate the challenges of district-wide reform and introduction of systems, strategies, and tactics these teams use to further narrow achievement disparities with African American and Hispanic students. However, those studies primarily focused on the role and responsibilities of the superintendent’s instructional team and the superintendent’s successful efforts in reducing achievement gaps with diverse youth. Therefore, the purpose of this study was to examine the specific role of the superintendent and this leader’s instructional leadership systems, strategies, and tactics, which might have contributed to the reducing of achievement gaps with African American and Hispanic students. Findings of the study suggest that the superintendent plays a critical role as instructional leader, along with the district leadership team. Findings indicate that the superintendent creates a program evaluation and a student centered belief system, in addition to strategically build relationships and plan and set goals. Finally, the study suggests that the superintendent employs specific tactics such as being visible and accessible, building trust, sharing accountability, and sustaining a culture of high expectations with the intent of ensuring academic success for all students.Item A disparate impact? : Understanding the relationship between discretionary removal, special education, and African American students(2012-05) Homer, Bonita Renee; Vasquez Heilig, Julian; Yates, James; Gooden, Mark; Brummett, Barry; Macke, WillisyThe overrepresentation of African American students in special education coupled with their disproportionate disciplinary sanctions is a contentious educational issue. An examination of extant literature suggests that African American students are more likely to be referred to special education; placed in a stigmatizing disability category; educated in a restricted educational settings; and least likely to return to a general classroom setting. Equally disturbing, these students are more likely to be cited for subjective disciplinary sanctions and least likely to be educated with their peers. This is disturbing because the labeling of special education coupled with disciplinary sanctions can negatively impact this sector of students’ educational opportunities, psychological image, long-term goals and aspirations, and their overall quality of life. The purpose of this study was to determine the relationship between discretionary removal, special education, and African American students. More specific, this study sought to determine the trends of discretionary removal for special education students as defined by Texas Education Code 37, and whether these types of disciplinary measures had a disparate impact on African American special education students’ school completion rate. The findings for this study, revealed a diverse district with a large percentage of economically disadvantaged students and a special education population that was aligned to the state average. Chi-square results revealed a relationship between discretionary removal and Latina/o and White students and students who were identified as economically disadvantaged. In addition, logistic regression results showed ethnicity for Latina/o student who were served by special education was a significant predictor for discretionary removal. Conversely, disability category, economic status, and ethnicity were all significant predictors for school dropouts for special education students who were cited for discretionary removal. Moreover, African Americans who were not evident in the chi-square analysis were significantly associated with discretionary removal. Furthermore, interviews of administrators revealed special education students who did not have an Individual Education Plan (IEP) that purposefully addressed disciplinary issues were purportedly treated no differently than students without a disability.Item Levels of aspiration: an analysis of Negro high school respondents(Texas Tech University, 1969-05) Yates, Diana GordonNot availableItem Parental influence on black student career aspirations(Texas Tech University, 1971-05) Crone, Korman TimothyNot availableItem Pathways to fast tracking African American community college students to STEM careers(2014-12) Jackson, Tina Marie; Cantu, Norma V., 1954-The United States is currently facing a shortage of qualified Science Technology Engineering & Mathematics workers. As a result, many STEM jobs are being filled by technically-skilled foreign workers. American institutions of higher education, including community colleges, must identify potential factors that contribute to the lack of interest in STEM majors, as well as the low rate of success of students who enter STEM majors but struggle to finish their degrees. Community colleges perform a larger share of STEM training than is generally understood. As highlighted in the National Science Foundation’s National Survey of Recent College Graduates, a surprisingly large proportion (44% overall) of those earning a degree in science and engineering (bachelor’s and master’s) reported that they had attended a community college. The purpose of this study was to ascertain the perceptions of African American community college students who are currently pursuing degrees in STEM majors and to examine the factors that influence their success. Qualitative research method of in-depth phenomenological interviewing was used for this study. This tool provided a strong method of scientific inquiry for understanding the context of the lives of successful African American students in STEM majors. Findings in this study have African American students identifying the meanings of the experiences of participating in a STEM workforce development program at Minneapolis Community and Technical College. They found the experience of Prioritizing to be the most crucial for them as they prepared for their STEM careers. Students consider Professionalism, Building a Network, Internships & Planning. Students also found advisors to be essential to their overall academic success. Furthermore, faculty members can make a difference in how students perceive their academic journey and how well they perform academically. These findings are also supported by Astin’s theory of student involvement, Ladson-Billings Cultural Relevant Pedagogy and Validation. Many community colleges are in urban areas and serve a very diverse population of students. This study can inform our faculty on best practices to prepare lecture materials, through providing cultural relevant pedagogy that addresses issues African American students are currently facing, which make their academic journey significant. When the academic coursework is applicable to real world situations students reported an easier transition to STEM workforce industries.Item Practices that are in place at a diverse school where African American students have increased achievement(2010-12) Carlson, Dawn Michelle; Ovando, Martha N., 1954-; Scribner, Jay; Clark, Charles T.; Nolly, Glenn; Gilbert, Dorie; Cruz, PaulAfrican American students are disproportionately underachieving in public elementary schools (National Center for Education Statistics, 2003). School staff and school leaders need to understand why an achievement gap still exists between the White and the African American students on their campuses (Kafele, 2009; Noguera, 2003; Denbo, 2002; Ferguson, 2001). A few schools have made a significant difference in school achievement for students of color and researchers and educators need to identify what these schools are doing differently to promote student success, especially for African American students (Chenoweth, 2009; Carter, 2000; Reyes, Scribner, & Scribner, 1999). The purpose of this study was to identify the practices that are in place at a diverse school where African American students have increased achievement. The study took a holistic look at one diverse elementary school in order to highlight the practices that assisted in the school’s success with African American students and their achievement. The research questions for this study are: 1. What practices are in place at a diverse school where African American students have increased achievement? 2. What policies are in place at a diverse school where African American students have increased achievement? The framework for the study is based on Samuel Casey Carter’s Study of 21 High-Performing, High-Poverty Schools. The methodology for this study used qualitative research guidelines, was ethnographic in nature, and used a single-case study approach. The data was gathered through observations, interviews, focus groups, and analysis of documental data. The findings for effective practices include: Supportive Leadership, Implementing Change, Staff Development, Distributive Leadership, Departmentalization, School-Wide Programs, Student Resources, Teacher Resources, Communication, and Planning and Teaming. The findings for effective policies include: Open Door Policy, Student Placement, Site-Based Decision Making Committee, Parent-Teacher Organization, and Grading. The conclusions are that policies and practices must be in place for schools to run effectively and increase achievement. The specific practices and policies that appear to support African American students may be beneficial to campuses with similar backgrounds or demographics. Schools that embrace practices and policies, such as these are in a better position to enhance the achievement for all African American students.Item Reflections from effective teachers of African American students: investigating the intersection of preparation, practice, and policy(2007) Haynes, Kenya LaTrece, 1976-; Vincent, Gregory J.This research was a qualitative study of 10 elementary school teachers working with predominantly African American students in a large urban school district. The primary focus of this study was to analyze the perceptions of effective teachers of African American students. The hope is that the data presented in this study will initiate trends that assist in effectively preparing teachers to attain successful outcomes with African American students. Through document analysis and interviews with selected university faculty, this interpretive qualitative study also examined the multicultural education training component that targets African American students in the undergraduate elementary teacher preparation program at a highly selective public university in Texas. The data were collected through interviews and document analysis. The themes that emerged from data collected with the 10 elementary school teachers included (a) perceptions of culture, (b) beliefs about teaching, (c) academic accountability, (d) teacher preparation, and (e) contributions to success. This study utilized Ladson-Billings' (1995a, 2001) theoretical framework of culturally relevant pedagogy to examine teachers' perspectives. Supplemented with interviews of selected university faculty, this study also utilized document analysis of relevant teacher preparation programs and educational policies. Along with uncovering areas of further research, an examination of the various components of this study identifies recommendations for reform of educational practice, teacher preparation programs, and educational policy.Item The Puzzle of Discipline: An Examination of African American Disproportionality in School Discipline and Student Performance(2012-07-16) Butler, Bettie RayThe intent of this study was to systematically investigate the relationship between African American disproportionality in school discipline which is the overrepresentation of students for exclusionary discipline practices (i.e., out-of-school suspensions and/or expulsions) - and student performance. Utilizing official disciplinary records and performance data obtained from the Colorado Department of Education and a single urban school district within the same state, a series of quantitative analyses that included correlations and logistic and multiple regressions, were conducted to determine how out-of-school suspensions and expulsions impact African American students. The premise upon which the present study is based relies heavily on the tenets of Critical Race Theory as it applies to education, which in part asserts that American schools are permeated by racism and that White privilege is used to preserve school inequities through the use of stratification. Given this, it is argued that out-of-school suspensions and expulsions have been used, or rather misused, to perpetuate the disproportionate exclusion of African American students from the classroom for relatively minor offenses; which in some ways, can explain why this group typically suffers from poor student performance. This dissertation was guided by two separate, yet interrelated studies, which posed the following research questions where the first study asks; What factors are important in predicting the likelihood of being suspended and/or expelled from school? and Are suspensions and race correlated? Here, the interest is in exploring the influence of race, class, gender and other possible demographic characteristics, such as school level and behavior role, on exclusionary discipline practices. The second study asks; How does the overrepresentation of African American students for exclusionary sanctions impact student performance? The interest, here, is in identifying the relationship between school suspensions and/or expulsions and its impact on the dropout rate, graduation rate, and performance on high stakes tests. This dissertation study produces two findings that are not only unprecedented; they are cutting-edge and provocative. First, female and elementary students were found to be more likely to face suspension and/or expulsion in comparison to male and secondary students, respectively. Second, by increasing the number of suspended and expelled African American students, school districts improved their overall student performance on high stakes tests. With the contribution of these findings, a paradigmic shift in research and discourse on disproportionality in school discipline is both fitting and warranted.