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Journal articles on the topic 'African American High School Administrators'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Venugopal, P. Dilip, Aura Lee Morse, Cindy Tworek, and Hoshing Wan Chang. "Socioeconomic Disparities in Vape Shop Density and Proximity to Public Schools in the Conterminous United States, 2018." Health Promotion Practice 21, no. 1_suppl (2020): 9S—17S. http://dx.doi.org/10.1177/1524839919887738.

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We conducted an environmental justice assessment examining the distribution of specialty vape shops in relation to where minority and low-income youth live and attend school. We collated and examined the density of vape shops in public school districts in 2018 throughout the conterminous United States using geographic information systems. We calculated the proximity of vape shops to public middle and high schools through nearest neighbor analysis in QGIS software. We examined the statistical relationships between the density of vape shops in school districts, and proximity to schools, with the

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2

Levy, Rachel A., Stefanie Salamon Hudson, Carolyn Null Waters, and Katherine Cumings Mansfield. "What’s in a Name? The Confluence of Confederate Symbolism and the Disparate Experiences of African American Students in a Central Virginia High School." Journal of Cases in Educational Leadership 20, no. 2 (2017): 105–30. http://dx.doi.org/10.1177/1555458917692832.

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In 2015-2016, news stories from Charleston, South Carolina, and the University of Missouri, among others, motivated and inspired many people to organize against assaults on the Black community generally and Black students in particular. Similarly, Black students at Robert E. Lee High School in Virginia have come together around what they perceive as racist symbolism and inequitable educational policies and practices. The Black student leaders at Robert E. Lee High School have presented their school principal with a list of demands. Meanwhile, the school’s football and basketball teams, The Reb

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3

Carroll, Kristen. "Ambition Is Priceless." American Review of Public Administration 47, no. 2 (2016): 209–29. http://dx.doi.org/10.1177/0275074016671602.

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Within the representative bureaucracy literature, there are a variety of individual or professional incentives that may discourage movement from passive to active representation. This study presents two of these incentives by explaining the potential effects of professional socialization and individual career ambition. Using 3 years of survey and performance data from public schools, this research explores how professional socialization and ambitions of career advancement may promote specific behaviors that potentially support or discourage effective representation. The results indicate that p

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4

Byrd, Arynn S., and Jennifer A. Brown. "An Interprofessional Approach to Dialect-Shifting Instruction for Early Elementary School Students." Language, Speech, and Hearing Services in Schools 52, no. 1 (2021): 139–48. http://dx.doi.org/10.1044/2020_lshss-20-00060.

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Purpose Dialect-shifting has shown promise as an effective way to improve academic outcomes of students who speak nonmainstream dialects such as African American English (AAE); however, limited studies have examined the impacts of an interprofessional approach with multiple instructional methods. In this study, we developed a dialect-shifting curriculum for early elementary school students who speak AAE and evaluated the curriculum for feasibility and preliminary impacts. Method Forty-one kindergarten, first-, second-, and third-grade students and their teachers in one elementary school partic

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5

Onwuegbuzie, Anthony J. "The Underachievement of African American Teachers in Research Methodology Courses: Implications for the Supply of African American School Administrators." Journal of Negro Education 67, no. 1 (1998): 67. http://dx.doi.org/10.2307/2668241.

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6

Wiley, Kanisha, Rebecca Bustamante, Julia Ballenger, and Barbara Polnick. "African American Women Superintendents in Texas." Journal of School Administration Research and Development 2, no. 1 (2017): 18–24. http://dx.doi.org/10.32674/jsard.v2i1.1922.

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   School superintendents who are African American women are understudied. In this study, researchers explored the lived experiences of African American women superintendents in the state of Texas. The purpose of the study was to identify the challenges, supports, and personal background characteristics that participants believed influenced their ascension to superintendent positions. A phenomenological research approach was used, and data were collected through individual interviews with superintendent participants. Data were analyzed and interpret- ed using Moustakas’ (1994

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7

KIRIAKIDIS, Peter P., and Corwin ROBINSON. "Alternatives to Suspending African American High School Males." Postmodern Openings 5, no. 4 (2014): 145–55. http://dx.doi.org/10.18662/po/2014.0504.10.

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8

Hart, Caroline O., Christian E. Mueller, Kenneth D. Royal, and Martin H. Jones. "Achievement Goal Validation Among African American High School Students." Journal of Psychoeducational Assessment 31, no. 3 (2012): 284–99. http://dx.doi.org/10.1177/0734282912466726.

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9

Howard, Lionel C. "The schooling of African-American male students: the role of male teachers and school administrators." International Journal of Inclusive Education 16, no. 4 (2012): 373–89. http://dx.doi.org/10.1080/13603116.2011.555093.

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10

Ford, Bridgie Alexis. "Multicultural Education Training for Special Educators Working with African-American Youth." Exceptional Children 59, no. 2 (1992): 107–14. http://dx.doi.org/10.1177/001440299205900203.

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Inservice training in multicultural education helps provide special education classroom teachers with the additional competencies needed to work more effectively with African-American students with disabilities. A pilot study was conducted to assess the perceptions of special education administrators in Ohio about multicultural inservice training and the nature of their exposure to multicultural education. Results indicate that special education administrators perceive that special education teachers should be involved in multicultural educational training programs with special emphasis on Afr

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11

Hayes, DeMarquis. "Predicting Parental Home and School Involvement in High School African American Adolescents." High School Journal 94, no. 4 (2011): 154–66. http://dx.doi.org/10.1353/hsj.2011.0010.

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12

Eddy, Colleen M., and Donald Easton-Brooks. "Ethnic Matching, School Placement, and Mathematics Achievement of African American Students From Kindergarten Through Fifth Grade." Urban Education 46, no. 6 (2011): 1280–99. http://dx.doi.org/10.1177/0042085911413149.

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Educators, administrators, and policymakers focus much attention on closing the achievement gap, and various approaches have been suggested. The present study focuses on one approach being suggested: student–teacher ethnic matching. The study focused on the long-term contributions of African American ethnic matching to mathematical test scores of 1,200 African American students from the Early Childhood Longitudinal Kindergarten—fifth data set. Employing a two-level growth model, this study of impact from student–teacher ethnic matching revealed that a student having at least one teacher who et

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13

Tyler, Kenneth, Lynda Brown-Wright, Danelle Stevens-Watkins, et al. "Linking Home-School Dissonance to School-Based Outcomes for African American High School Students." Journal of Black Psychology 36, no. 4 (2009): 410–25. http://dx.doi.org/10.1177/0095798409353758.

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14

Freeman, Kassie. "Increasing African Americans' Participation in Higher Education: African American High-School Students' Perspectives." Journal of Higher Education 68, no. 5 (1997): 523. http://dx.doi.org/10.2307/2959945.

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15

Land, A’Lesia, Jason R. Mixon, Jennifer Butcher, and Sandra Harris. "Stories of Six Successful African American Males High School Students." NASSP Bulletin 98, no. 2 (2014): 142–62. http://dx.doi.org/10.1177/0192636514528750.

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16

Wade, Jay C., and Olayiwola Okesola. "Racial Peer Group Selection in African American High School Students." Journal of Multicultural Counseling and Development 30, no. 2 (2002): 96–109. http://dx.doi.org/10.1002/j.2161-1912.2002.tb00482.x.

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17

Rust, Jonathan P., Margo A. Jackson, Joseph G. Ponterotto, and Fran C. Blumberg. "Biculturalism and Academic Achievement of African American High School Students." Journal of Multicultural Counseling and Development 39, no. 3 (2011): 130–40. http://dx.doi.org/10.1002/j.2161-1912.2011.tb00146.x.

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18

Colbert, A. M., D. Bauer, P. Arroyave, et al. "Performance of Young Children in Rural Guatemala on the Mullen Scales of Early Learning." Archives of Clinical Neuropsychology 34, no. 7 (2019): 1246. http://dx.doi.org/10.1093/arclin/acz029.13.

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Abstract Objective The literature supports using tests developed in high-income countries to assess children in low and lower-middle income countries (LMICs) when carefully translated, adapted, and applied (Holding et al., 2018; Mitchell et al., 2017). Research has shown the Mullen Scales of Early Learning (MSEL) to have adequate validity and sensitivity when used in LMICs (Bangirana et al., 2014; Koura et al., 2013), as well as equivalency to the American normative sample in lower risk populations (Bornman et al., 2010). Here, we describe the pattern of MSEL results in rural Guatemala. Partic

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19

Stewart, Endya B. "Individual and School Structural Effects on African American High School Students' Academic Achievement." High School Journal 91, no. 2 (2007): 16–34. http://dx.doi.org/10.1353/hsj.2008.0002.

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20

Lester, David, and Denise Anderson. "Depression and Suicidal Ideation in African-American and Hispanic American High School Students." Psychological Reports 71, no. 2 (1992): 618. http://dx.doi.org/10.2466/pr0.1992.71.2.618.

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21

Holcomb-McCoy, Cheryl. "Transitioning to High School: Issues and Challenges for African American Students." Professional School Counseling 10, no. 3 (2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000306.

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Although there is a growing body of literature on students' transition from middle school to high school, much of the literature fails to take into consideration the distinctive racial and environmental circumstances of African American students. This article reviews literature related to the transitioning of African American students and discusses the unique challenges that African American students experience during adolescence. Counseling interventions are delineated and implications for school counseling professionals also are discussed.

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22

Bonner, Fred A., Michael E. Jennings, Aretha F. Marbley, and Lesley-Ann Brown. "Capitalizing on Leadership Capacity: Gifted African American Males in High School." Roeper Review 30, no. 2 (2008): 93–103. http://dx.doi.org/10.1080/02783190801954965.

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23

Banks, Joy. "African American College Students' Perceptions of Their High School Literacy Preparation." Journal of College Reading and Learning 35, no. 2 (2005): 22–37. http://dx.doi.org/10.1080/10790195.2005.10850171.

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24

Peters, Ronald J., Angela Meshack, and Mi-Ting Lin. "Smoking Cessation Recruitment Messages Tailored to African American High School Smokers." American Journal on Addictions 23, no. 1 (2013): 102. http://dx.doi.org/10.1111/j.1521-0391.2013.12070.x.

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25

Means, Darris R., Ashley B. Clayton, Johnathan G. Conzelmann, Patti Baynes, and Paul D. Umbach. "Bounded Aspirations: Rural, African American High School Students and College Access." Review of Higher Education 39, no. 4 (2016): 543–69. http://dx.doi.org/10.1353/rhe.2016.0035.

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26

Holcomb-McCoy, Cheryl. "Transitioning to High School: Issues and Challenges for African American Students." Professional School Counseling 10, no. 3 (2007): 253–60. http://dx.doi.org/10.5330/prsc.10.3.t786743452x51lk2.

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27

Davila, Liv T. "Multilingualism and identity: articulating ‘African-ness’ in an American high school." Race Ethnicity and Education 22, no. 5 (2018): 634–46. http://dx.doi.org/10.1080/13613324.2018.1424709.

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28

Flowers, Tiffany A., and Lamont A. Flowers. "Factors Affecting Urban African American High School Students' Achievement in Reading." Urban Education 43, no. 2 (2008): 154–71. http://dx.doi.org/10.1177/0042085907312351.

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29

Gregory, Anne, and Aisha R. Thompson. "African American high school students and variability in behavior across classrooms." Journal of Community Psychology 38, no. 3 (2010): 386–402. http://dx.doi.org/10.1002/jcop.20370.

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30

Williams, J. H., L. E. Davis, S. D. Johnson, T. R. Williams, J. A. Saunders, and V. E. Nebbitt. "Substance Use and Academic Performance among African American High School Students." Social Work Research 31, no. 3 (2007): 151–61. http://dx.doi.org/10.1093/swr/31.3.151.

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31

Reboussin, Beth A., Kerry M. Green, Adam J. Milam, C. Debra M. Furr-Holden, and Nicholas S. Ialongo. "Neighborhood Environment and Urban African American Marijuana Use during High School." Journal of Urban Health 91, no. 6 (2014): 1189–201. http://dx.doi.org/10.1007/s11524-014-9909-0.

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32

McGlamery, Sheryl, and Carol T. Taylor Mitchell. "Recruitment and retention of African American males in high school mathematics." Journal of African American Men 4, no. 4 (2000): 73–87. http://dx.doi.org/10.1007/s12111-000-1023-6.

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33

Parker, Janise S., Jasmine N. Garnes, Emily D. Oliver, Avery Amabile,, and Ashwini Sarathy. "It Takes a Village: Understanding African American High School Students’ Self-Determination in School." School Psychology Review 49, no. 2 (2020): 111–29. http://dx.doi.org/10.1080/2372966x.2020.1717371.

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34

Fletcher, Edward C., and James L. Moore. "Lived Experiences of Low-Income, African American Males in a High School STEAM Academy: Implications for School Counselors." Professional School Counseling 25, no. 1_part_4 (2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040030.

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Using a qualitative case study approach, this investigation focused specifically on the school and home experiences of low-income, African American males who had attended a career academy focused on science, technology, engineering, arts, and math. With semistructured interviews of individuals and focus groups, we investigated the school and home experiences of African American male former high school students and how these experiences influenced their overall educational pursuit. This study concentrated on the specific research question: What are the unique identities, school experiences, and

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35

Goldstone, Dwonna. "“TO EXCLUDE AS MANY NEGRO UNDERGRADUATES AS POSSIBLE”:Brown v. Board of Educationand the University of Texas at Austin." Du Bois Review: Social Science Research on Race 2, no. 2 (2005): 209–26. http://dx.doi.org/10.1017/s1742058x05050150.

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Following the U.S. Supreme Court's 1954 decision inBrown v. Board of Education, administrators at the University of Texas at Austin reluctantly decided to admit undergraduate African American students for the 1956 academic year, thus making the University of Texas the first southern school to integrate. While nominally accepting the decision, University of Texas administrators would do as little as they could to help Black students, and they did whatever they could both easily and legally to integrate less than fully. For example, after a faculty committee chose African American Barbara Smith

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36

Butler, S. Kent. "Helping Urban African American High School Students to Excel Academically: The Roles of School Counselors." High School Journal 87, no. 1 (2003): 51–57. http://dx.doi.org/10.1353/hsj.2003.0012.

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37

Witherspoon, Karen McCurtis, Suzette L. Speight, and Anita Jones Thomas. "Racial Identity Attitudes, School Achievement, and Academic Self-Efficacy Among African American High School Students." Journal of Black Psychology 23, no. 4 (1997): 344–57. http://dx.doi.org/10.1177/00957984970234003.

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38

Amber N. Wiley. "The Dunbar High School Dilemma: Architecture, Power, and African American Cultural Heritage." Buildings & Landscapes: Journal of the Vernacular Architecture Forum 20, no. 1 (2013): 95. http://dx.doi.org/10.5749/buildland.20.1.0095.

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39

Mickelson, Roslyn Arlin, and Damien Heath. "The Effects of Segregation on African American High School Seniors' Academic Achievement." Journal of Negro Education 68, no. 4 (1999): 566. http://dx.doi.org/10.2307/2668155.

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40

Martin, Jeffrey, Nate McCaughtry, Bo Shen, Mariane Fahlman, Alex Garn, and Matt Ferry. "Resiliency, Control, Enjoyment and Physical Activity in African American High School Students." Sport Science Review 20, no. 5-6 (2011): 53–71. http://dx.doi.org/10.2478/v10237-011-0064-1.

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Resiliency, Control, Enjoyment and Physical Activity in African American High School StudentsThe purpose of this study was to explain physical activity (PA) using Block and Block's (2006a) ego-resiliency and ego-control theory along with measures of self-control and PA enjoyment. One-hundred and seventy-seven African American high school students from a large Midwest inner city participated. In general, cluster analyses provided support for the importance of ego-resiliency and PA enjoyment as there were strongly affiliated with differential amounts of PA. Ego-control and self-control were also

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41

Thomas, John P. "Influences on Mathematics Learning and Attitudes among African American High School Students." Journal of Negro Education 69, no. 3 (2000): 165. http://dx.doi.org/10.2307/2696230.

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42

Simmons, Roberta G., Ann Black, and Yingzhi Zhou. "African-American versus White Children and the Transition into Junior High School." American Journal of Education 99, no. 4 (1991): 481–520. http://dx.doi.org/10.1086/443995.

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43

Hale, David P. "Reaching Young African American High School Students as an Older White Male." Clearing House: A Journal of Educational Strategies, Issues and Ideas 77, no. 1 (2003): 4–5. http://dx.doi.org/10.1080/00098650309601220.

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44

Caruthers, Loyce, and Bradley Poos. "Narratives of Lincoln High School African American Graduates in Kansas City, Missouri." Journal of Black Studies 46, no. 6 (2015): 626–49. http://dx.doi.org/10.1177/0021934715592841.

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45

Steward, Robbie J., Han Ik Jo, Darrick Murray, et al. "Psychological Adjustment and Coping Styles of Urban African American High School Students." Journal of Multicultural Counseling and Development 26, no. 2 (1998): 70–82. http://dx.doi.org/10.1002/j.2161-1912.1998.tb00188.x.

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46

Gordon, Kimberly A. "Self-Concept and Motivational Patterns of Resilient African American High School Students." Journal of Black Psychology 21, no. 3 (1995): 239–55. http://dx.doi.org/10.1177/00957984950213003.

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47

Lester, David, and Adrienne DeSimone. "Depression and Suicidal Ideation in African American and Caucasian Students." Psychological Reports 77, no. 1 (1995): 18. http://dx.doi.org/10.2466/pr0.1995.77.1.18.

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In a sample of 52 high school students and 81 college students, scores on the Beck Depression Inventory and current suicidal ideation were associated with high school versus college status but not with gender or race.

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48

McDade, Rhyanne S., Keith A. King, Rebecca A. Vidourek, and Ashley L. Merianos. "Impact of Prosocial Behavioral Involvement on School Violence Perpetration Among African American Middle School and High School Students." Journal of Immigrant and Minority Health 20, no. 1 (2017): 7–13. http://dx.doi.org/10.1007/s10903-016-0544-6.

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49

Romisher, Jason. "By Pen, Sword, and Struggle." Past Imperfect 21, no. 1 (2019): 77–110. http://dx.doi.org/10.21971/pi29356.

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This article is an examination of African American high school student activism during the black freedom struggle by youth from Lawnside, New Jersey; one of ten self-governing African American communities in the United States. A critical factor in Lawnside’s historical narrative is that its young people both historically and today attend segregated elementary school and then integrated high school in the historically all white community of Haddon Heights. From 1965-1971, many African American young people from Lawnside were inspired to address decades of inequality and African American educati

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50

Thompson, LaTasha, and Julius Davis. "The Meaning High-Achieving African-American Males in an Urban High School Ascribe to Mathematics." Urban Review 45, no. 4 (2013): 490–517. http://dx.doi.org/10.1007/s11256-013-0267-0.

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