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Journal articles on the topic 'Academic success of African-American students in poverty'

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Published: 4 June 2021

Last updated: 11 February 2022

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1

Li, Nan. "Promoting Student Academic Success: Paying Attention To Learning Environmental Factors." Journal of College Teaching & Learning (TLC) 9, no. 4 (2012): 261–66. http://dx.doi.org/10.19030/tlc.v9i4.7296.

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Achievement gaps become greater for schools with high-poverty and high-minority school population in the United States in recent years (Dillon, 2005; Lee & Slaughter-Defoe, 2004). The academic success of minority students is important because the nation cannot successfully compete in a global market when a considerable portion of its school population is under-educated. This study examines the academic success of African-American pre-service teachers. Analyzed qualitative data reveals that to promote academic success of minority students, nurturing successful personal factors through suppo

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Mutanda, Mary, Lawrence Mpele Lekhanya, and Sibusiso Moyo. "The Role of International Academic Professionals in the Development of Entrepreneurial Universities in South Africa: Government Funded Universities Perspective." Journal of Economics and Behavioral Studies 10, no. 5(J) (2018): 284–96. http://dx.doi.org/10.22610/jebs.v10i5(j).2517.

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There is a wide belief and acceptance from leading government and business experts that small enterprises and entrepreneurship are the key components to unemployment and poverty alleviation in any country. Unfortunately, high unemployment levels, low entrepreneurial activity and high small business failure rate have become the main characteristics of the South African economy. Post-school education is partially blamed for the dropping levels of entrepreneurial activities in the country. South Africaâ€™s tertiary education system continues to focus on producing job-seekers instead of job creato

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Wilkie, Misty Lynn. "Empowered by Cultural Identity and Catalyzed by Resilience: A Path to Support American Indian Nursing Student Success." Creative Nursing 26, no. 1 (2020): 43–47. http://dx.doi.org/10.1891/1078-4535.26.1.43.

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Since the early 1990s, the Institute of Medicine has identified the need to increase the number of ethnic minority nurses to improve access to care and eliminate health disparities in these populations (Institute of Medicine, 1994, 2011). American Indians (AI) and Alaska Natives endure the highest rates of poverty, depression, addiction, suicide, domestic violence, and diabetes in the United States (Sarche & Spicer, 2008). With the disadvantages AIs face, nursing schools have difficulty recruiting, retaining, and graduating AI nursing students. Based on the guidance needed by AI nursing st

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Lawson, Hal, and Michael Lawson. "Student Engagement and Disengagement as a Collective Action Problem." Education Sciences 10, no. 8 (2020): 212. http://dx.doi.org/10.3390/educsci10080212.

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Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes needs for nuanced engagement frameworks, better data systems, customized interventions facilitated by intervention registries, and bridge building betwe

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Johnson, Monica J., and Amy L. Reynolds. "Factors Influencing Academic Success Among African American College Women: The Impact of African American Acculturation and Religiosity." Journal of Black Psychology 44, no. 5 (2018): 403–21. http://dx.doi.org/10.1177/0095798418777400.

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African Americans are historically an underresearched, underrepresented, and underserved population. Furthermore, academic success research has primarily focused on White students, thus creating questions as to the appropriateness of generalizing results to students of color. This study explored factors that influence academic success in African American college women, specifically examining the impact of African American acculturation and religiosity. A total of 129 self-identified Black/African American college women completed an online survey assessing level of acculturation, religious comm

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Bailey, Deryl F., and Mary E. Bradbury-Bailey. "Empowered Youth Programs: Partnerships for Enhancing Postsecondary Outcomes of African American Adolescents." Professional School Counseling 14, no. 1 (2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400107.

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With the implementation of the No Child Left Behind Act of 2001, the educational community has the opportunity to ensure that underserved populations, such as students of color and poor students, receive the necessary educational support to achieve academic success. Relevant data from the Education Trust (1999, 2003, 2006) suggest a growing achievement gap between the academic performance of students of color and that of their White counterparts. This gap has led many educational communities to implement various strategies to close the achievement gap for these underserved populations. Family

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Brandy T. Gatlin and Cynthia L. Wilson. "Overcoming Obstacles: African American Students with Disabilities Achieving Academic Success." Journal of Negro Education 85, no. 2 (2016): 129. http://dx.doi.org/10.7709/jnegroeducation.85.2.0129.

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8

Stewart, Endya B. "Family- and Individual-Level Predictors of Academic Success for African American Students." Journal of Black Studies 36, no. 4 (2006): 597–621. http://dx.doi.org/10.1177/0021934705276798.

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9

White, Theresa, Paola Nava Jimenez, and Anna Beatriz Guerrero. "Academic Success and Stories of Resiliency: African American Female Students Navigating the College Terrain." International Journal of Education 13, no. 2 (2021): 75. http://dx.doi.org/10.5296/ije.v13i2.18602.

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Many educators have become accustomed to using the deficit model of thinking to illustrate the challenges faced by African American students, frequently interpreting their academic struggles as personal failures and lack of resilience. In 2007, a public university in Southern California established the Learning Habits Project (LHP), a study designed to assess the ongoing efforts of university academic programs and to provide data on fostering student success through successful learning habits. This study documented the strategic approaches that foster academic success and resilience employed b

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Bratton, Joel. "The Academic Success of African American Males at a Maryland Community College." Journal of Underrepresented & Minority Progress 2, no. 1 (2018): 44–72. http://dx.doi.org/10.32674/jump.v2i1.44.

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The purpose of this qualitative study is to examine the perception of African American males participating in one 4A program at a Mid-Atlantic community college. Twenty African American males, along with six staff members were selected to participate in the study. The study used focus groups to investigate students’ interactions with academic advisors and counselors and the impact of those interactions on students’ academic success. The nigrescence theory of evolving cultural identity served as the framework, as it emphasizes the role and impact of cultural identity as a driver for successful

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11

Guiffrida, Douglas A. "How Involvement in African American Student Organizations Supports and Hinders Academic Achievement." NACADA Journal 24, no. 1-2 (2004): 88–98. http://dx.doi.org/10.12930/0271-9517-24.1-2.88.

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The perspectives of 84 African American students attending a predominantly White institution (PWI) were qualitatively analyzed to identify the conditions under which African American student organizations were perceived as assets and liabilities to academic success. Results indicate that involvement in African American student organizations can hinder the academic achievement of students who value hierarchical leadership styles, service toward systemic change, and leadership experiences over grades. Implications for advising African American students at PWIs are provided along with suggestions

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Perrakis, Athena I. "Factors promoting academic success among African American and white male community college students." New Directions for Community Colleges 2008, no. 142 (2008): 15–23. http://dx.doi.org/10.1002/cc.321.

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13

Wyatt, Shelby. "The Brotherhood: Empowering Adolescent African-American Males toward Excellence." Professional School Counseling 12, no. 6 (2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200615.

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A review of the literature reveals that African-American males do not achieve at the same academic levels as their White counterparts. This article reports the effectiveness of a school-based male mentoring program established by a professional school counselor in an urban high school that formed a relationship of support for male students enhancing academic achievement. The program incorporates the principles of the ASCA National Model®, empowerment theory, and Nguzo Saba. Results indicate that participation in a mentoring program can improve student academic achievement and foster personal a

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Campbell, Santiba D., Adrienne R. Carter-Sowell, and Jericka S. Battle. "Campus climate comparisons in academic pursuits: How race still matters for African American college students." Group Processes & Intergroup Relations 22, no. 3 (2019): 390–402. http://dx.doi.org/10.1177/1368430218823065.

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Perceptions of social estrangement felt by African American college students can account for group-based inequalities evident in a wide range of educational outcomes. Moreover, racial incidents, occurring on and off college campuses, make race more salient for African American students and influence emerging identity development. By recruiting African American students enrolled at predominantly White institutions (PWIs) as well as at historically Black college and universities (HBCUs), this study examined how individual differences in sensitivity to racial status related to self-reported score

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McNeil, Ogretta V. "Orientation for African-American Students at a Small, Liberal Arts College." NACADA Journal 10, no. 2 (1990): 4–8. http://dx.doi.org/10.12930/0271-9517-10.2.4.

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A three-day program was designed to assist African-American students in their transition to a small, liberal arts college in New England. Although the students admitted in previous years had met the usual predictive criteria for success in college (e.g., good academic preparation and above average SAT scores), their retention rate at the end of the first year had been significantly lower than that for their class. All entering students were invited to participate. Participation was voluntary. The first two years 74% of entering African-American students participated; the third year 85% partici

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Liou, Daniel D., and Erin Rotheram-Fuller. "Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance." Urban Education 54, no. 3 (2016): 397–429. http://dx.doi.org/10.1177/0042085915623340.

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Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American students felt a strong sense of positive identity with their small school, despite racist public perceptions of it. Within the classroom, students cont

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Davis, Pamela, Michael P. Davis, and Jerry A. Mobley. "The School Counselor's Role in Addressing the Advanced Placement Equity and Excellence Gap for African American Students." Professional School Counseling 17, no. 1 (2013): 2156759X0001700. http://dx.doi.org/10.1177/2156759x0001700104.

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This study describes the collaboration among a school counselor, a school counselor intern, an Advanced Placement Psychology teacher, and a counselor educator to improve African American access to Advanced Placement (AP) coursework and increase success on the AP Psychology national examination. The team initiated a process that recruited African American students into AP Psychology and supported them through group and individual counseling to create an achievement-minded cohort that emphasized peer relationships and academic success.

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Cubeta, John F., Nan L. Travers, and Barry G. Sheckley. "Predicting the Academic Success of Adults from Diverse Populations." Journal of College Student Retention: Research, Theory & Practice 2, no. 4 (2001): 295–311. http://dx.doi.org/10.2190/e9jj-q2gg-9rhn-n588.

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This study assessed the predictive validity of the Risk and Promise Profile©1 with a diverse sample of 542 two-year and four-year older college students at six educational institutions. The profile is a seventy-eight-item, self-report, paper and pencil questionnaire that can be used to outline a profile of personal and social influences that are related to persistence. Hierarchical multiple regression and ANOVA indicate that the profile explains significant portions of the variance associated with academic success. The results also suggest that different measures are related to the success of

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Love, Derrick. "Student Retention Through The Lens Of Campus Climate, Racial Stereotypes, And Faculty Relationships." Journal of Diversity Management (JDM) 4, no. 3 (2009): 21–26. http://dx.doi.org/10.19030/jdm.v4i3.4962.

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Higher Education Institutions are seeing increased retention rates among African-American college students at predominantly white institutions (PWIs). Institutional barriers such as unwelcoming campus climates, racial stereotypes, and faculty relationships have raised concerns as viable factors as to why the attrition rate for African-American students at PWIs is still on the rise. Ninety African-American college students participated in the Culture Attitude and Climate (CACS) survey. This study revealed a direct relationship between campus climate, racial stereotypes, and faculty relationship

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20

Datnow, Amanda, and Robert Cooper. "Peer Networks of African American Students in Independent Schools: Affirming Academic Success and Racial Identity." Journal of Negro Education 66, no. 1 (1997): 56. http://dx.doi.org/10.2307/2967251.

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21

Dixson, Dante D., and David Stevens. "A Potential Avenue for Academic Success: Hope Predicts an Achievement-Oriented Psychosocial Profile in African American Adolescents." Journal of Black Psychology 44, no. 6 (2018): 532–61. http://dx.doi.org/10.1177/0095798418805644.

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In a sample of 117 African American students, we examined how well hope predicts five psychosocial variables—school belonging, academic self-concept, goal valuation, attitude toward teachers, and academic motivation/self-regulation—that altogether make up an achievement-oriented psychosocial profile. Results indicated that, after controlling for demographics and previous achievement, the subscales of hope accounted for a meaningful portion of all five psychosocial variables, ranging from 17.2% to 29.9%. The agency subscale of hope was a significant predictor of all five psychosocial variables,

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Miranda, Alexis, Linda Webb, Greg Brigman, and Paul Peluso. "Student Success Skills: A Promising Program to Close the Academic Achievement Gap for African American and Latino Students." Professional School Counseling 10, no. 5 (2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000506.

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Academic achievement data from four previous Student Success Skills (SSS) studies were aggregated and examined to determine if there were differential effects in improved test scores among White, Latino, and African American students. Results showed that posttest scores for the treatment group were significantly higher than the comparison group in math as well as reading. There were no interactions or main effects for ethnicity. White, Latino, and African American students showed similar gains after SSS participation.

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Vuletich, Heidi A., Beth Kurtz-Costes, Kenneth A. Bollen, and Stephanie J. Rowley. "A longitudinal study of the domain-generality of African American students’ causal attributions for academic success." Journal of Educational Psychology 111, no. 3 (2019): 459–74. http://dx.doi.org/10.1037/edu0000299.

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Kim, Mikyong Minsun, and Clifton F. Conrad. "THE IMPACT OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES ON THE ACADEMIC SUCCESS OF AFRICAN-AMERICAN STUDENTS." Research in Higher Education 47, no. 4 (2006): 399–427. http://dx.doi.org/10.1007/s11162-005-9001-4.

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Ladson-Billings, Gloria. "“Makes Me Wanna Holler”: Refuting the “Culture of Poverty” Discourse in Urban Schooling." ANNALS of the American Academy of Political and Social Science 673, no. 1 (2017): 80–90. http://dx.doi.org/10.1177/0002716217718793.

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A common explanation of why urban students fail to succeed in the classroom is that they are coming from a “culture of poverty.” This article argues that urban students, particularly those who are African American, face a series of structural and institutional barriers that impede their pathways to success. Lack of access to quality healthcare, affordable housing, and quality schools means that the nation’s most disadvantaged children remain disadvantaged. Yet classrooms with highly qualified teachers who believe in the efficacy of their practice and the ability of all students to learn can ma

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Murray, Teri A. "Culture and Climate: Factors That Influence the Academic Success of African American Students in Prelicensure Nursing Education." Journal of Nursing Education 54, no. 12 (2015): 704–7. http://dx.doi.org/10.3928/01484834-20151110-07.

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Fenzel, L. Mickey, and Kathy Richardson. "Supporting Continued Academic Success, Resilience, and Agency of Boys in Urban Catholic Alternative Middle Schools." Journal of Catholic Education 22, no. 1 (2019): 1–23. http://dx.doi.org/10.15365/joce.2201012019.

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The persistent inequalities in urban public education in the U. S. that have left far too many Black and Hispanic male students behind with respect to academic skill development, high school graduation, and college success have led Catholic groups to provide alternative secondary school models to advance the academic and career success of urban students. One of these initiatives is the NativityMiguel model school, the first of which opened in New York City in 1971. The present study examines the lived experience, with respect to benefits of this education on the subsequent academic and career

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Vega, Desireé, and James L. Moore III. "Access to gifted education among African-American and Latino males." Journal for Multicultural Education 12, no. 3 (2018): 237–48. http://dx.doi.org/10.1108/jme-01-2017-0006.

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Purpose Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the factors that frequently influence access to gifted education programming among African-American and Latino males. Design/methodology/approach African-American and Latino males are persistently underrepresented in gifted education for reasons such as teachers’ narrow conceptions of giftedness, teachers’ bias in the nomination process and teachers’ inappropriate usage and interpretation of intelligence measures. When

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Clayton, Jennifer K. "Changing Diversity in U.S. Schools." Education and Urban Society 43, no. 6 (2010): 671–95. http://dx.doi.org/10.1177/0013124510380909.

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Schools in the United States have experienced changes in their demographic profile during the last half century. During this changing time, schools have experienced court-involved desegregation and have experienced fluctuations in their populations with regard to both race and socioeconomic status. Existing studies on segregation have focused primarily on Black and White students, neglecting the increasing Hispanic population of U.S. schools. This study provides more data to the expanding research on the impact of diversity on student performance. The study examines whether diversity and teach

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Miranda, Alexis, Linda Webb, Greg Brigman, and Paul Peluso. "Student Success Skills: A Promising Program to Close the Academic Achievement Gap for African American and Latino Students." Professional School Counseling 10, no. 5 (2007): 490–97. http://dx.doi.org/10.5330/prsc.10.5.rx6g3g7141w2310q.

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Garland, Elizabeth. "How Should Anthropologists Be Thinking About Volunteer Tourism?" Practicing Anthropology 34, no. 3 (2012): 5–9. http://dx.doi.org/10.17730/praa.34.3.694215q342360436.

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Lately it seems as if students at the liberal arts college where I teach are always about to head off to build a library in Ghana, have just returned from volunteering at an orphanage in South Africa, or are busy raising money for a water project in Ethiopia. As an anthropologist specializing in African environment and development issues, I have been delighted to see young people interested in a part of the world that means so much to me, but I am also increasingly troubled by the sense that working first-hand on African poverty has become a kind of credential for these (mostly American, mostl

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Berry, Robert Q. "Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys." Journal for Research in Mathematics Education 39, no. 5 (2008): 464–88. http://dx.doi.org/10.5951/jresematheduc.39.5.0464.

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This article is about 8 African American middle school boys who have experienced success in mathematics. Working within a phenomenological methodological framework, the researcher investigated the limitations these students encounter and the compensating factors they experience. Critical race theory was the theoretical framework for this study; counter-storytelling was utilized to capture the boys' experiences, which is in stark contrast to the dominant literature concerning African American males and mathematics. Five themes emerged from the data: (a) early educational experiences, (b) recogn

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Endrika, Sujarwo, and Said Suhil Achmad. "Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (2020): 361–78. http://dx.doi.org/10.21009/jpud.142.14.

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Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of

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Murray, Teri A. "Factors That Promote and Impede the Academic Success of African American Students in Prelicensure Nursing Education: An Integrative Review." Journal of Nursing Education 54, no. 9 (2015): S74—S81. http://dx.doi.org/10.3928/01484834-20150814-14.

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Matsui, John, Roger Liu, and Caroline M. Kane. "Evaluating a Science Diversity Program at UC Berkeley: More Questions Than Answers." Cell Biology Education 2, no. 2 (2003): 117–21. http://dx.doi.org/10.1187/cbe.02-10-0050.

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For the past three decades, much attention has been focused on developing diversity programs designed to improve the academic success of underrepresented minorities, primarily in mathematics, science, and engineering. However, ethnic minorities remain underrepresented in science majors and careers. Over the last 10 years, the Biology Scholars Program (BSP), a diversity program at the University of California (UC), Berkeley, has worked to increase the participation and success of students majoring in the biological sciences. A quantitative comparison of students in and out of the program indica

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Ji, Chang-Ho C. "Predictive Validity of the Graduate Record Examination in Education." Psychological Reports 82, no. 3 (1998): 899–904. http://dx.doi.org/10.2466/pr0.1998.82.3.899.

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This study investigated 170 students in education for the relations among Graduate Record Examination scores, graduate GPA, academic major, ethnicity, and nationality in combination with sex, undergraduate GPA, and the degree pursued. Regression analyses indicated that the GRE-Quantitative and GRE-Verbal scores accounted for 16% and 6% of the variance, respectively. Academic background, ethnicity, nationality, degree, sex, and undergraduate GPA did not predict success in graduate work in education. The study also suggested that caution must be taken in using GRE scores as graduate admission cr

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Toms, Ozalle Marie, Gloria Campbell-Whatley, Shannon Stuart, and Tia Schultz. "The effects of check-in check-out on the academic planning and behavior of African American males." Journal for Multicultural Education 12, no. 3 (2018): 278–93. http://dx.doi.org/10.1108/jme-03-2017-0016.

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Purpose The Check-in Check-out (CICO) program is a Tier II behavioral intervention that has received empirical support as an effective way to reduce problem behaviors (Hawken and amp; Horner, 2003; March and amp; Horner, 2002). The purpose of this study is to use an intervention that combined CICO with social skill instruction and academic planning with three African-American ninth-grade males identified with emotional and behavioral disorders. A concurrent baseline across participants design was used to evaluate participants’ performance on academic planning and behavior. Results indicate tha

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Strayhorn, Terrell L. "Making a Way to Success: Self-Authorship and Academic Achievement of First-Year African American Students at Historically Black Colleges." Journal of College Student Development 55, no. 2 (2014): 151–67. http://dx.doi.org/10.1353/csd.2014.0011.

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Chitiga, Miriam, Theodore Kaniuka, and Mary Ombonga. "How Do Millennials Learn?" International Journal of Information and Communication Technology Education 15, no. 1 (2019): 29–41. http://dx.doi.org/10.4018/ijicte.2019010103.

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This article investigates how 86 first-semester African-American college freshmen perceive their time management, study, and test-preparation habits. The research questions sought if the freshman students reported study, note taking, and test preparation habits were different from what we would expect if no preferences existed. Participants voluntarily completed the 21-item quantitative survey. The study revealed patterns of preference for study patterns, that students believed they spent sufficient time studying, crammed materials, were unable to study for long periods, had retention challeng

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Fitzgerald, Megan, Annette Miles, and Sislena Ledbetter. "Experiences and Strategies of Young, Low-Income, African-American Men and Families Who Navigate Violent Neighborhoods and Low-Performing Schools." Societies 9, no. 1 (2019): 3. http://dx.doi.org/10.3390/soc9010003.

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Violent neighborhoods and low-performing schools continue to devastate young, low-income, African-American men and their families, despite individual and family use of kin and peer network navigation strategies. To learn more, interviews were conducted with 40 young African-American men, ages 18 to 22, from Baltimore City enrolled in a general equivalency diploma (GED) and job training program, and analyzed with modified grounded theory. Young men identified unsafe neighborhoods, chaotic schools, and disengaged teaching. Young men used safety and success strategies such as avoiding trouble and

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Nadine Finigan-Carr and Yolanda Abel. "Out-of-School Time and African American Students: Understanding the Health, Environmental, and Social Determinants of Academic Success (Guest Editorial)." Journal of Negro Education 84, no. 3 (2015): 211. http://dx.doi.org/10.7709/jnegroeducation.84.3.0211.

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Neal-Jackson, Alaina. "A Meta-Ethnographic Review of the Experiences of African American Girls and Young Women in K–12 Education." Review of Educational Research 88, no. 4 (2018): 508–46. http://dx.doi.org/10.3102/0034654318760785.

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There has been a paucity of research on the educational experiences of young Black women in U.S. K–12 education. Although both Black male and female students experience constrained opportunities to learn, the popular and academic conversation has almost unilaterally focused on the plight of Black boys and men. Drawing on critical race theory, this meta-ethnographic literature review synthesizes what is currently known about the advantages and obstacles young Black women encounter within public schooling contexts given their marginalized racial and gender identities. The data were drawn from a

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Young, Jemimah L., Bettie Ray Butler, Inna N. Dolzhenko, and Tameka N. Ardrey. "Deconstructing teacher quality in urban early childhood education." Journal for Multicultural Education 12, no. 1 (2018): 25–34. http://dx.doi.org/10.1108/jme-08-2016-0046.

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Purpose The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings. Design/methodology/approach Research has identified high-quality early education as a significant contributor to the academic success and development of young children. This paper examines current conceptualizations and trends in early childhood educa

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Sasser, Tyler R., Karen L. Bierman, Brenda Heinrichs, and Robert L. Nix. "Preschool Intervention Can Promote Sustained Growth in the Executive-Function Skills of Children Exhibiting Early Deficits." Psychological Science 28, no. 12 (2017): 1719–30. http://dx.doi.org/10.1177/0956797617711640.

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This study examined the effects of the Head Start Research-Based, Developmentally Informed (REDI) preschool intervention on growth in children’s executive-function (EF) skills from preschool through third grade. Across 25 Head Start centers, each of 44 classrooms was randomly assigned either to an intervention group, which received enhanced social-emotional and language-literacy components, or to a “usual-practice” control group. Four-year-old children ( N = 356; 25% African American, 17% Latino, 58% European American; 54% girls) were followed for 5 years, and EF skills were assessed annually.

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Good, Jennifer, Glennelle Halpin, and Gerald Halpin. "Retaining Black Students in Engineering: Do Minority Programs Have a Longitudinal Impact?" Journal of College Student Retention: Research, Theory & Practice 3, no. 4 (2002): 351–64. http://dx.doi.org/10.2190/a0eu-tf7u-ruyn-584x.

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In an effort to assist minority populations who are at risk of attrition in science, mathematics, and engineering programs, university administrators have launched and evaluated minority support programs. One such program implementation and evaluation was completed and reported, which noted trends in academic outcomes of program participants, such as grade point averages and standardized mathematics and science reasoning test scores, with participants' outcomes observably exceeding those of a similar sample of nonprogram participants (Good, Halpin, & Halpin, 1999). As is true with many pro

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Wandix-White, Diana. "Care, Control, and Color: A Conversation About Disparities in School Disciplinary Practices." Journal of Curriculum Studies Research 2, no. 2 (2020): 81–97. http://dx.doi.org/10.46303/jcsr.2020.11.

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Disciplinary practices teachers use in their classrooms frequently result in life-altering consequences for students who are historically marginalized and struggling to meet normalized standards of academic success. Research suggests teachers often lack the skill needed to connect with students, manage their classrooms, and administer corrective action that is equitable, reasonable, and effective without being excessive and detrimental to the student’s future. This disconnection and lack of judgment is frequently attributed to 1) the cultural mismatch that exists between the majority U.S. teac

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Carmichael, Mary C., Candace St. Clair, Andrea M. Edwards, et al. "Increasing URM Undergraduate Student Success through Assessment-Driven Interventions: A Multiyear Study Using Freshman-Level General Biology as a Model System." CBE—Life Sciences Education 15, no. 3 (2016): ar38. http://dx.doi.org/10.1187/cbe.16-01-0078.

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Xavier University of Louisiana leads the nation in awarding BS degrees in the biological sciences to African-American students. In this multiyear study with ∼5500 participants, data-driven interventions were adopted to improve student academic performance in a freshman-level general biology course. The three hour-long exams were common and administered concurrently to all students. New exam questions were developed using Bloom’s taxonomy, and exam results were analyzed statistically with validated assessment tools. All but the comprehensive final exam were returned to students for self-evaluat

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Mpofu, Bhekimpilo, and Musawenkosi Khanyile. "Transitional trajectories of academic progress for low-status students at a University in South Africa." Higher Education, Skills and Work-Based Learning 10, no. 1 (2019): 275–92. http://dx.doi.org/10.1108/heswbl-05-2019-0066.

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Purpose The purpose of this paper is to explore the perceptions of university undergraduate students who originate from disadvantaged South African schools. The perceptions probed are those that relate to their material circumstances, learning and teaching environment and academic progress. Design/methodology/approach The paper draws on a theoretical framework that underscores the primacy of the environment blended with transition theory to explain environmental influences on disadvantaged students’ academic progression at university. Data were gathered through detailed face-to-face interviews

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Vaccaro, Annemarie, Holly J. Swanson, Melissa Ann Marcotte, and Barbara M. Newman. "Insights into the Sense of Belonging from Women of Color: Interconnections of Cultural Competence, Expectations, Institutional Diversity, and Counterspaces." JCSCORE 5, no. 2 (2019): 32–65. http://dx.doi.org/10.15763/issn.2642-2387.2019.5.2.32-65.

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Belonging has been described as a basic human need (Strayhorn, 2012) associated with academic success. Yet, research suggests that students from minoritized social identity groups report a lower sense of belonging than their privileged peers. Data collected via a grounded theory study offer qualitative insight into the development of belonging for Women of Color during their first semester at a predominately white university. In this paper, we use the term Women of Color, as described by Mohanty (1991) to refer to the “sociopolitical designation for [women] of African, Caribbean, Asian and Lat

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Hill, Nancy E., Julia R. Jeffries, and Kathleen P. Murray. "New Tools for Old Problems: Inequality and Educational Opportunity for Ethnic Minority Youth and Parents." ANNALS of the American Academy of Political and Social Science 674, no. 1 (2017): 113–33. http://dx.doi.org/10.1177/0002716217730618.

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Fifty years after the Coleman Report delineated deep inequities across race and ethnicity in school contexts and outcomes, American families still navigate largely inequitable educational systems. The Coleman Report—with only slightly veiled surprise—also revealed the deep value African Americans place on education, their strong motivation to succeed, and the high expectations that they have for academic success. This article provides a critical analysis of the policies designed to increase equity in and access to high-quality education. With a special focus on adolescents, we show how these p

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