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Journal articles on the topic 'African American high school boys'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Cohen, Michele. "Boys' and Girls' High School: Art and Politics in the Civil Rights Era." Prospects 30 (October 2005): 715–49. http://dx.doi.org/10.1017/s0361233300002246.

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The story of public art in the United States is also the story of American democratic institutions. Our public schools in particular, malleable and shifting under changing societal expectations, provide clues about the nature of our educational enterprise in their very design and the commissioned art that enhances them. In New York City, home to the nation's largest public school system and one of the first, art in schools is a barometer of aesthetic preferences and a measure of larger social issues. The constellation of events that led to the decentralization of New York City's schools in 1970 also led to the creation of an outstanding collection of work by African-American artists at Brooklyn's Boys' and Girls' High School.Better known for its athletics and as the school that hosted Nelson Mandela than for its public art, Boys' and Girls' High School first opened its doors as the Central School, with a Girls' department on Nostrand Avenue and a Boys' department on Court Street. In 1886, the Girls' department moved into a new building on Nostrand Avenue and in September 1890 school officials changed the official organization of the school to two schools, with Girls' High School on Nostrand Avenue (with added wings under construction) and Boys'High School (under construction) on Marcy Avenue. By 1960, efforts were under way to build a replacement school. The planning of the new Boys' and Girls' High School coincided with the fight by New York City minority groups for local school control, and the commissioning of art for the new building was paradigmatic of this struggle.

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Chatterji, Madhabi. "Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K—first grade sample. Vol. 13 No. 46." education policy analysis archives 13 (November 23, 2005): 46. http://dx.doi.org/10.14507/epaa.v13n46.2005.

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In light of the NCLB Act of 2001, this study estimated mathematics achievement gaps in different subgroups of kindergartners and first graders, and identified child- and school-level correlates and moderators of early mathematics achievement. A subset of 2300 students nested in 182 schools from the Early Childhood Longitudinal Study K-First Grade data set was analyzed with hierarchical linear models. Relative to school mean estimates at the end of kindergarten, significant mathematics achievement gaps were found in Hispanics, African Americans and high poverty students. At the end of Grade 1, mathematics gaps were significant in African American, high poverty, and female subgroups, but not in Hispanics. School-level correlates of Grade 1 Mathematics achievement were class size (with a small negative main effect), at-home reading time by parents (with a large positive main effect) and school size (with a small positive main effect). Cross-level interactions in Grade 1 indicated that schools with larger class and school sizes had a negative effect on African American children's math scores; schools giving more instructional time to reading and math had a positive effect on high poverty students' scores, and schools with higher elementary teacher certification rates had a positive effect on boys' mathematics achievement.

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Atwood, Elizabeth, and Sara Pietrzak. "Full-court press: How segregationist newspapers covered the championship season of an integrated Virginia high school basketball team." Newspaper Research Journal 39, no. 3 (2018): 339–49. http://dx.doi.org/10.1177/0739532918796229.

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This qualitative study examines how two small Virginia newspapers that had opposed school integration covered an integrated high school boys basketball team that won a state championship three years after the school admitted African American students. While previous studies of sports journalism have found evidence of racial bias in the depiction of black athletes, this study finds values governing community journalism, including local boosterism, trumped racial bias.

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Patton, Desmond U., Reuben J. Miller, James Garbarino, Adrian Gale, and Emma Kornfeld. "HARDINESS SCRIPTS: HIGH-ACHIEVING AFRICAN AMERICAN BOYS IN A CHICAGO CHARTER SCHOOL NAVIGATING COMMUNITY VIOLENCE AND SCHOOL." Journal of Community Psychology 44, no. 5 (2016): 638–55. http://dx.doi.org/10.1002/jcop.21791.

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5

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 successes, of male graduates of two of these schools, one for African American, or Black, students and one for Mexican American students in different parts of the country. Analyses of interviews with 37 graduates showed that they benefitted from the schools’ approach to academic skill development and the building of resilience, leadership, and a commitment to service in the context of a community that continued to support the development of resilience after middle school graduation. Differences in aspects of the two programs are examined along with the implications for making use of the schools’ initiatives on a larger scale.

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Sasser, Tyler R., Charles R. Beekman, and Karen L. Bierman. "Preschool executive functions, single-parent status, and school quality predict diverging trajectories of classroom inattention in elementary school." Development and Psychopathology 27, no. 3 (2014): 681–93. http://dx.doi.org/10.1017/s0954579414000947.

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AbstractA sample of 356 children recruited from Head Start (58% European American, 25% African American, and 17% Hispanic; 54% girls; Mage = 4.59 years) were followed longitudinally from prekindergarten through fifth grade. Latent profile analyses of teacher-rated inattention from kindergarten through third grade identified four developmental trajectories: stable low (53% of the sample), stable high (11.3%), rising over time (16.4%), and declining over time (19.3%). Children with stable low inattention had the best academic outcomes in fifth grade, and children exhibiting stable high inattention had the worst, with the others in between. Self-regulation difficulties in preschool (poor executive function skills and elevated opposition–aggression) differentiated children with rising versus stable low inattention. Elementary schools characterized by higher achievement differentiated children with declining versus stable high inattention. Boys and children from single-parent families were more likely to remain high or rise in inattention, whereas girls and children from dual-parent families were more likely to remain low or decline in inattention.

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Kelsey, Caroline, Janice Zeman, and Danielle Dallaire. "Emotion Correlates of Bullies, Victims, and Bully-Victims in African American Children." Journal of Black Psychology 43, no. 7 (2016): 688–713. http://dx.doi.org/10.1177/0095798416680719.

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Bullying is a pervasive and widely studied problem. Less is known about the emotion correlates that accompany being a bully, being a victim of bullying, and experiencing both bullying and victimization for African American elementary-school-age students. The current study examined differences in emotion dysregulation and internalizing symptoms (depression, anxiety) across levels of bullying and victimization. Children ( N = 336, Mage = 9.58 years, 42.3% boys, 100% African American) were recruited from two inner-city elementary schools and completed self- and peer-reports of bullying and self-reports of victimization, emotion dysregulation, and internalizing symptoms. Results indicated that emotion dysregulation and anxiety symptoms were predicted by an interaction between self-reported bullying and victimization. For children low in victimization, higher levels of self-reported bullying predicted an increase in emotion dysregulation and anxiety symptoms. However, for children high in victimization, bullying was not predictive of these outcomes. Depressive symptoms were predicted by self- and peer-reported bullying and self-reported victimization. Understanding underlying emotional correlates of bullying and victimization within this context have important implications for prevention programs.

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WAKSCHLAG, LAUREN S., and SYDNEY L. HANS. "Maternal smoking during pregnancy and conduct problems in high-risk youth: A developmental framework." Development and Psychopathology 14, no. 2 (2002): 351–69. http://dx.doi.org/10.1017/s0954579402002092.

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Smoking during pregnancy is associated with adverse consequences for children. Most recently, it has been established as a risk factor for developmental psychopathology, specifically Conduct Disorder (CD). Although this association has been shown to be robust, developmental pathways from exposure to CD have not been established. We examined how prenatal exposure to cigarettes interacts with child and family factors to increase risk of CD symptoms in a longitudinal study of 10-year-old urban, African-American youth (N = 77). The effects of prenatal exposure at school age were moderated by child sex. Boys whose mothers smoked during pregnancy were significantly more likely to develop CD symptoms, but exposure did not increase risk in girls. A similar trend was found during infancy: prenatal smoking was associated with low sociability/negative emotionality only for boys. The effects of smoking during pregnancy were also moderated by the quality of the early caregiving environment. Exposed boys whose mothers were unresponsive during infancy were at increased risk of CD symptoms, but exposed boys with early responsive mothers were not. Prospective studies, with developmentally based measures of behavior across time, are critical for further elucidating pathways from prenatal exposure to cigarettes to the development of clinical disorder. The identification of a potentially modifiable, prenatal risk factor for early onset developmental psychopathology has important implications for prevention.

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Eisenman, Russell. "Possible Gender Bias in Ivy League and Selective Colleges." Psychological Reports 70, no. 3 (1992): 970. http://dx.doi.org/10.2466/pr0.1992.70.3.970.

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In a 1991 report it was shown that many college women, especially conservatives, would not want a woman or an African-American to be President of the United States. Data are presented from a 1989 report by Persell and Cookson of 1035 high school seniors, showing Ivy League colleges and other highly selective colleges appeared to discriminate against female applicants. Even though both male and female applicants were from the pool of what elite colleges might consider to be the most qualified candidates, 92% of the boys but only 77% of the girls were accepted by the colleges.

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Wright, Paul M., Weidong Li, and Sheng Ding. "Relations of Perceived Motivational Climate and Feelings of Belonging in Physical Education in Urban Schools." Perceptual and Motor Skills 105, no. 2 (2007): 386–90. http://dx.doi.org/10.2466/pms.105.2.386-390.

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The current pilot study examined the relationship between feelings of belonging and perceptions of motivational climate in physical education classes among 87 African-American, inner-city high school students (41 boys, 46 girls). Motivational climate was assessed by the Perceived Motivational Climate Questionnaire and feelings of belonging were assessed by the Belonging Scale. Contrary to the hypothesis, scores for both the task- and ego-involved subscales of the Perceived Motivational Climate Questionnaire had moderate positive correlations with scores on the Belonging Scale, indicating the relationship between these specific motivational climates and social-emotional outcomes in physical education is not clear and direct. Further research is warranted to assess these findings and to identify what experiences and instructional strategies are most effective in promoting social-emotional outcomes in physical education in urban schools.

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Aguilar, O. M., T. M. Waliczek, and J. M. Zajicek. "Growing Environmental Stewards: The Overall Effect of a School Gardening Program on Environmental Attitudes and Environmental Locus of Control of Different Demographic Groups of Elementary School Children." HortTechnology 18, no. 2 (2008): 243–49. http://dx.doi.org/10.21273/horttech.18.2.243.

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The objectives of this study were to examine an interdisciplinary and experiential approach to environmental education by use of a youth gardening program for third through fifth grade students. In addition, this study evaluated the gardening program's effectiveness on promoting positive environmental attitudes and a high environmental locus of control with children. A questionnaire was developed from three existing instruments and was used to collect information concerning environmental attitudes, locus of control as it related to environmental actions, and demographic information of respondents. No statistically significant differences were found on either variable in comparisons of experimental and control group responses. However, students from both groups exhibited positive environmental attitudes. Demographic comparisons indicated that children with previous gardening experience scored significantly higher on the environmental attitude and environmental locus of control statements when compared with children without gardening experience. Girls scored significantly higher than boys on environmental attitude and environmental locus of control scores. Caucasians scored significantly higher when compared with African-Americans and Hispanics on environmental attitude scores, and Caucasians scored significantly higher when compared with African-Americans on environmental locus of control scores.

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12

Dagbovie, Pero Gaglo. "Reflections on Conventional Portrayals of the African American Experience during the Progressive Era or “the Nadir”." Journal of the Gilded Age and Progressive Era 13, no. 1 (2014): 4–27. http://dx.doi.org/10.1017/s1537781413000467.

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This essay, a slightly revised version of the distinguished historian address presented to SHGAPE in April 2013, suggests that millennial learners are oftentimes inadequately introduced to the African American experience during the Progressive Era, a period that historians of the black past, sampling from Rayford W. Logan's 1954 opus, customarily call “the Nadir” or “the lowest point” in the African American struggle for social justice. When discussing the Progressive Era, normative U.S. history textbooks at high school and college and university levels tend to relegate blacks to the margins of cultural and historical change, minimize lynching and other forms of anti-black violence that characterized the period, and endorse the archaic W. E. B. Du Bois–Booker T. Washington dichotomy of black leadership at the expense of oversimplifying and even denigrating Washington's accomplishments and legacy. On the other hand, specialized African American history textbooks and monographs equip their readers with critical interpretations that challenge what historian Manning Marable called the “master narrative of American history.” In this essay, I offer my thoughts on these subjects and propose some basic suggestions for more effectively teaching, problematizing, and thinking about the African American experience during the complex Progressive Era.

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13

Haidar, Amier, Felicia R. Carey, Nalini Ranjit, Natalie Archer, and Deanna Hoelscher. "Self-reported use of nutrition labels to make food choices is associated with healthier dietary behaviours in adolescents." Public Health Nutrition 20, no. 13 (2017): 2329–39. http://dx.doi.org/10.1017/s1368980017001252.

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AbstractObjectiveThe study aimed to examine nutrition label use and dietary behaviours among ethnically diverse middle- and high-school students, in Texas, USA.DesignThe School Physical Activity and Nutrition (SPAN) survey is a cross-sectional statewide study using a self-administered questionnaire to assess nutrition and physical activity behaviours. Height and weight measurements were used to determine BMI. Multivariable logistic regression was used to determine associations between nutrition label use and dietary behaviours, with gender, grade, ethnicity, BMI, parent education, socio-economic status and nutrition knowledge as covariates.SettingParticipants from 283 schools, weighted to represent Texas youth.SubjectsSPAN 2009–2011 included 6716 8th and 11th graders (3465 girls and 3251 boys). The study population consisted of 39·83 % White/Other, 14·61 % African-American and 45·56 % Hispanic adolescents; with a mean age of 14·9 years, and 61·95 % at a healthy weight, 15·71 % having overweight and 22·34 % having obesity.ResultsAdolescents who did not use nutrition labels had 1·69 times greater odds of consuming ≥1 sugary beverages/d (P<0·05). Adolescents who used nutrition labels had 2·13 times greater odds of consuming ≥1 fruits and vegetables/d (P<0·05). Adolescents who used nutrition labels had significantly higher healthy eating scores than those who did not (P<0·001). For every 1-point increase in nutrition knowledge, adolescents had 1·22 greater odds of using nutrition labels.ConclusionsNutrition label use is associated with healthier dietary behaviours in adolescents. Intervention strategies for youth should include efforts to teach adolescents to use labels to make healthy food choices.

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THEMANE, M. J., L. L. J. KOPPES, H. C. G. KEMPER, K. D. MONYEKI, and J. W. R. TWISK. "Relationship between Physical Activity, Fitness and Educational Achievement of Rural South African Children." Asian Journal of Physical Education & Recreation 12, no. 1 (2006): 48–54. http://dx.doi.org/10.24112/ajper.121310.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to investigate the relationships of physical activity and physical fitness with educational achievement in rural South African school children aged 7 to 14 years (n= 212). All boys and girls underwent the following physical fitness tests: standing long jump, bent arm hang, sit ups, 10 x 5m shuttle run, 50 meter run, 1,600 meter run, flamingo balance, sit and reach, and plate tapping. All tests were performed in accordance with the European Tests of Physical Fitness (EUROFIT) and American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) protocols. A questionnaire was used to gather physical activity information concerning indoor and outdoor household activities, games and sports performed during the week days and weekend days. Educational achievement was assessed by means of the Educational Achievement Tests in Mathematics and English designed by South African Human Sciences Research Council. In contrast to what has been found in developed countries, the results of the present study did not show strong evidence for the hypothesis that physical activity and physical fitness are positively associated with educational achievement. Explanations for this finding may be that: first, the children in this population are confronted by a number of educational problems that may have confounded the relationship. Second, because all these children have high levels of physical activity it may be difficult to measure its influence on educational achievement, and third, the cross-sectional nature of this study.本文旨在探討南非鄉鎮地區小學生身體活動量與學業的關係，以問卷方式進行調查，訪問了212名學童，並評估他們的體適能狀況，結果未能顯示出兩者呈現關係，這現象可能受到文化及敎育等因素影響所致，結果呈現兩種動作類，顯示對於下肢的偏向是取決於動作的。作者提出看法，認為各個不同孩童的互動、動作和環境的轉換都對下肢偏向起著影響。

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Hudley, Cynthia, and Sandra Graham. "School-based interventions for aggressive African-American boys." Applied and Preventive Psychology 4, no. 3 (1995): 185–95. http://dx.doi.org/10.1016/s0962-1849(05)80057-5.

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Assari, Shervin, and Cleopatra H. Caldwell. "High Risk of Depression in High-Income African American Boys." Journal of Racial and Ethnic Health Disparities 5, no. 4 (2017): 808–19. http://dx.doi.org/10.1007/s40615-017-0426-1.

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Gibson, Eva M., Mariama Cook Sandifer, and Winifred Bedford. "A Sense of Mattering: A Group Intervention for African American Boys." Professional School Counseling 22, no. 1 (2018): 2156759X1986733. http://dx.doi.org/10.1177/2156759x19867336.

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African American boys have been disproportionately represented in school discipline data. School counselors are encouraged to integrate cultural considerations while developing interventions for African American boys. A middle school counselor (the first author) utilized discipline data to create a culturally responsive group intervention designed to affect behavior and develop social/emotional skills. Through the analysis of perception and outcome data, findings indicated improvement in behavior and social/emotional skills among participants. We discuss implications for school counselors, school counselor education programs, and school districts.

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Lopez, Linda C., and Penelope A. Hamlin. "Use of Smokeless Tobacco by Mexican-American High School Students." Psychological Reports 77, no. 3 (1995): 808–10. http://dx.doi.org/10.2466/pr0.1995.77.3.808.

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A survey of 208 girls and 191 boys attending a public high school in southwestern New Mexico was conducted to examine students' use of smokeless tobacco products. One Mexican-American girl identified herself as a user of chewing tobacco. Of the boys 8% (17) indicated that they used chewing tobacco and 7% (15) reported that they dipped snuff. 6% (12) indicated use of both snuff and chewing tobacco. The boys included 152 Mexican-Americans of whom 7% used smokeless tobacco and 26 Anglo-Americans of whom 34% were users.

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McMillian, M. Monique, Marvin Carr, Gentry Hodnett, and Frances A. Campbell. "A Longitudinal Study of Academic Identification Among African American Males and Females." Journal of Black Psychology 42, no. 6 (2016): 508–29. http://dx.doi.org/10.1177/0095798415603845.

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Disidentification hypothesis researchers have proposed that African American students start school academically identified; however, over time, African American boys tend to disidentify while girls tend to remain identified. This is the first report to follow up a disidentification study of a group of children first examined during elementary school. The current study aimed to determine whether gender differences in discounting, devaluing, and full-blown disidentification had developed among these 94 African Americans by midadolescence. Multiple regression analyses revealed no gender differences in either discounting or full-blown disidentification; however, the evidence indicated that girls valued academics more than boys.

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Yarnell, Lisa M., Keryn E. Pasch, Cheryl L. Perry, and Kelli A. Komro. "Multiple Risk Behaviors Among African American and Hispanic Boys." Journal of Early Adolescence 38, no. 5 (2017): 681–713. http://dx.doi.org/10.1177/0272431616687672.

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This study examined multiple risk behaviors (violence, delinquency, and substance use) among 240 African American and 262 Hispanic preadolescent boys from urban schools in the Midwest United States. Latent transition analysis allowed patterns of multivariate risk to emerge uniquely within and across these ethnic groups, highlighting patterns for subgroups that are overlooked by common aggregate statistics. Results revealed four risk classes for each ethnic group, with nuanced probabilities of endorsement and transition across classes and ethnic groups. Involvement with police and more severe use of substances were distinguishing factors of higher risk classes. African American boys showed a tendency to transition between risk classes over time, while Hispanic boys tended to exhibit stability. Personal involvement in school and community action among parents were highlighted as protective factors. Suggestions for prevention programming based on results include early timing, addressing criminal justice involvement, providing academic enrichment programs, and promoting community action among parents.

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Morris, Edward W., and Brea L. Perry. "Girls Behaving Badly? Race, Gender, and Subjective Evaluation in the Discipline of African American Girls." Sociology of Education 90, no. 2 (2017): 127–48. http://dx.doi.org/10.1177/0038040717694876.

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School disciplinary processes are an important mechanism of inequality in education. Most prior research in this area focuses on the significantly higher rates of punishment among African American boys, but in this article, we turn our attention to the discipline of African American girls. Using advanced multilevel models and a longitudinal data set of detailed school discipline records, we analyze interactions between race and gender on office referrals. The results show troubling and significant disparities in the punishment of African American girls. Controlling for background variables, black girls are three times more likely than white girls to receive an office referral; this difference is substantially wider than the gap between black boys and white boys. Moreover, black girls receive disproportionate referrals for infractions such as disruptive behavior, dress code violations, disobedience, and aggressive behavior. We argue that these infractions are subjective and influenced by gendered interpretations. Using the framework of intersectionality, we propose that school discipline penalizes African American girls for behaviors perceived to transgress normative standards of femininity.

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Crump, Regan L., Marsha Lillie-Blanton, and James C. Anthony. "The Influence of Self-Esteem on Smoking among African-American School Children." Journal of Drug Education 27, no. 3 (1997): 277–91. http://dx.doi.org/10.2190/xewj-n75p-35bg-b097.

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This study provides some evidence, although not very strong, that self-esteem is associated with the likelihood of smoking among African-American children. In a sample of 1,256 children, those with lowest levels of self-esteem were twice as likely to have ever smoked as those with highest level of self-esteem (95% C.I. = 1.10–7.78). Girls, more so than boys, have an increased risk of smoking at the lowest level of self-esteem. Girls with the lowest level of self-esteem were 2.8 times (95% C.I. = 3.85–16.59) as likely to have smoked when compared to girls with higher self-esteem. The findings suggest preventive interventions that seek to build self-esteem may reduce the likelihood of smoking among girls, although perhaps only modestly. Further study is needed to identify potentially effective methods for reducing the likelihood of smoking among African-American boys.

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Saewyc, Elizabeth M., Sandra Pettingell, and Lara L. Magee. "The Prevalence of Sexual Abuse Among Adolescents in School." Journal of School Nursing 19, no. 5 (2003): 266–72. http://dx.doi.org/10.1177/10598405030190050401.

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Sexual abuse is a profound stressor that complicates the development and health of adolescents, yet its prevalence has been difficult to estimate among adolescents in school populations. This study explored the prevalence of both incest and nonfamily abuse in 2 cohorts of adolescents in Minnesota in the 1990s (1992: N = 77,374; 1998: N = 81,247). Findings indicate that sexual abuse was reported by both boys and girls and among students of all ethnic groups. Approximately 10% of adolescents reported sexual abuse in each cohort, with girls 5 times more likely to report abuse than boys. Ethnic variation was minor, with African American, Native American, and Hispanic teens slightly more likely to report abuse than White or Asian American youth. School nurses should routinely assess for a history of sexual abuse in adolescents and should be prepared to provide support and referral for abused students and their families.). Findings indicate that sexual abuse was reported by both boys and girls and among students of all ethnic groups. Approximately 10% of adolescents reported sexual abuse in each cohort, with girls 5 times more likely to report abuse than boys. Ethnic variation was minor, with African American, Native American, and Hispanic teens slightly more likely to report abuse than White or Asian American youth. School nurses should routinely assess for a history of sexual abuse in adolescents and should be prepared to provide support and referral for abused students and their families.

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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) recognition of abilities and how it was achieved, (c) support systems, (d) positive mathematical and academic identity, and (e) alternative identities.

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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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Nelson, Joseph D., and Sangeeta Subedi. "Boarding School for First-Grade Black Boys." Boyhood Studies 11, no. 2 (2018): 34–52. http://dx.doi.org/10.3167/bhs.2018.110203.

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Single-sex schooling for boys of color has become popular throughout the United States. Leaders and educators often consider these environments a school-based intervention to address adverse outcomes associated with Black boys. A contributing factor to these outcomes have been negative stereotypes of Black males related to Black masculinity norms, which developmental psychologists contend boys internalize during childhood. Interviews and observations were conducted over 12 months to describe a single-sex boarding program for first-grade African-American boys, affiliated with a coed independent school. Designed to facilitate boys’ positive identity development, the program’s mission and vision, educational philosophy, and schedule/programming will be primarily described from boys’ perspectives. The goal is to explore the merits of this single-sex intervention to ameliorate how Black male stereotypes and masculinity norms contribute to the school-to-prison pipeline.

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Baker, Claire E., Claire E. Cameron, Sara E. Rimm-Kaufman, and David Grissmer. "Family and Sociodemographic Predictors of School Readiness Among African American Boys in Kindergarten." Early Education & Development 23, no. 6 (2012): 833–54. http://dx.doi.org/10.1080/10409289.2011.607359.

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Hamlall, Vijay, and Robert Morrell. "Conflict, provocation and fights among boys in a South African high school." Gender and Education 24, no. 5 (2012): 483–98. http://dx.doi.org/10.1080/09540253.2012.677012.

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Craig, Holly K., and Julie A. Washington. "The Complex Syntax Skills of Poor, Urban, African-American Preschoolers at School Entry." Language, Speech, and Hearing Services in Schools 25, no. 3 (1994): 181–90. http://dx.doi.org/10.1044/0161-1461.2503.181.

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The present study examines complex syntax production by a sample of 45 preschool-age African-American boys and girls (chronological age [CA] 4:0 to 5:6, years:months) from urban, low-income homes. The results provide quantitative descriptions of amounts of complex syntax and suggest a potential positive relationship between amounts of complex syntax and amounts of nonstandard English form usage in the children's connected speech. Clinical applications are discussed.

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Hoelscher, Deanna M., Cristina Barroso, Andrew Springer, Brian Castrucci, and Steven H. Kelder. "Prevalence of Self-Reported Activity and Sedentary Behaviors Among 4th-, 8th-, and 11th-Grade Texas Public School Children: The School Physical Activity and Nutrition Study." Journal of Physical Activity and Health 6, no. 5 (2009): 535–47. http://dx.doi.org/10.1123/jpah.6.5.535.

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Background:Few studies have compared physical activity (PA) and sedentary activity (SA) by grade and ethnicity, specifically including elementary school students. A cross-sectional probability-based design was used to provide data by ethnicity (African American, Hispanic, and White/Other), gender, and grade (4th, 8th, and 11th) from 2000 to 2002.Methods:Two validated questionnaires (elementary and secondary) assessed self-reported PA and SA. Point-prevalence estimates and 95% confidence intervals were computed.Results:Over 70% of students reported vigorous PA on ≥3 days/week, but <50% participated in daily physical education. A significant percentage (30% to 50%) of students reported ≥3 hours per day in SA. Fourth-grade boys and girls reported equal PA; however, 8th and 11th grade girls reported lowered vigorous PA. African American 8th- and 11th-grade boys reported the highest PA, but African American children also reported the highest prevalence of SA.Conclusions:Findings from this study highlight the disparities in physical and sedentary activities by gender, grade, and race/ethnicity, and the need to address these differences with programs and policy. In general, grade level and gender differences were more striking and consistent than racial/ethnic differences.

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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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Baggerly, Jennifer, and Max Parker. "Child-Centered Group Play Therapy With African American Boys at the Elementary School Level." Journal of Counseling & Development 83, no. 4 (2005): 387–96. http://dx.doi.org/10.1002/j.1556-6678.2005.tb00360.x.

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Plimpton, Carol E., and Celia Regimbal. "Differences in Motor Proficiency According to Gender and Race." Perceptual and Motor Skills 74, no. 2 (1992): 399–402. http://dx.doi.org/10.2466/pms.1992.74.2.399.

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To assess possible differences in children's motor development data were collected from intact first-grade classrooms on six subtest items from the short form of the Bruininks-Oseretsky Test of Motor Proficiency. Analysis of variance of scores for agility, balance, strength, and hand-eye coordination tested the significance of differences between gender and racial groups. Gross motor proficiency of 111 children of a suburban school system and 69 from an urban elementary school was evaluated. African-American children were significantly faster and more agile than the white children; scores for African-American boys were significantly higher than those for all girls, and scores in strength for white boys were significantly higher than those for white girls. White boys had significantly higher scores on hand-eye coordination than all other children but no significant difference on balance among groups was noted.

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Orrock, Jason, and Mary Ann Clark. "Using Systems Theory to Promote Academic Success for African American Males." Urban Education 53, no. 8 (2015): 1013–42. http://dx.doi.org/10.1177/0042085915613546.

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Through an ecological systems perspective, this study explores factors that influence successful academic achievement for African American males in at-risk settings. This qualitative study examines factors that contribute to the successful academic achievement for African American males from at-risk populations. The researchers explore African American boys’ lived experiences and what contributes to their success in school. Educators and counselors are able to encourage African American male engagement in academics by understanding the interconnectedness of lived systems. This study explores the interdependency of systems in the development of self-concept for these youth. Findings suggest the value of using a systems model and approach when working with African American males in public schools to improve post-secondary outcomes. These findings have implications for promoting academic success through family, school, and community involvement for African American males.

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Cullinan, Douglas, Chan Evans, Michael H. Epstein, and Gail Ryser. "Characteristics of Emotional Disturbance of Elementary School Students." Behavioral Disorders 28, no. 2 (2003): 94–110. http://dx.doi.org/10.1177/019874290302800201.

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The five characteristics of emotional disturbance (ED) as stated in the IDEA definition and a variable called socially maladjusted, were investigated. Participants were African American and European American elementary school boys and girls, 336 with ED and 548 without ED. Variables were measured with the Scale for Assessing Emotional Disturbance. Students with ED exceeded those without ED on all characteristics. Student category and race interacted for all characteristics in various ways. There were also interactions of category and gender. Among students with ED, one form of comorbidity was more prevalent among girls than boys, but there were no differences by race. Results clarify how students with ED exhibit the five characteristics associated with having ED and the socially maladjusted condition and show the need to consider all five characteristics in understanding the ED disability.

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Eaton, Mark C., Mark B. Watson, Cheryl D. Foxcroft, and Wendy Patton. "Career Decision-Making Self-Efficacy of South African High School Boys and Girls." Psychological Reports 94, no. 2 (2004): 694–96. http://dx.doi.org/10.2466/pr0.94.2.694-696.

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Social cognitive career theory suggests that males and females may not differ in career decision-making self-efficacy, but this statement requires extension of research to high school samples. The Career Decision-making Self-efficacy Scale–Short Form was administered to white South African high school students in Grades 9 to 11, of whom 368 were boys and 494 girls. No significant sex differences were found, suggesting that career interventions based on social cognitive career theory in high school need not be sex-specific in content.

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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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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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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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40

Mwamwenda, Tuntufye S. "Sex Differences in Self-Concept among African Adolescents." Perceptual and Motor Skills 73, no. 1 (1991): 191–94. http://dx.doi.org/10.2466/pms.1991.73.1.191.

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To examine sex differences in self-concept among black African adolescents in Umtata, South Africa, 97 boys and girls whose mean ages were 18.0 and 17.7 yr., respectively, were drawn from St. John's College students who were in their final year of high school and were preparing for their final year and national matriculation examinations. On the Canadian Self-esteem Inventory mean scores obtained by girls and boys were not significantly different.

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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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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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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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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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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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Balkisson, Bernard A. "Reliability of Form A of the Eysenck Personality Inventory (EPI) for Indian South African Subjects." South African Journal of Psychology 18, no. 1 (1988): 21–23. http://dx.doi.org/10.1177/008124638801800104.

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The test—retest method, with an average interval of 72 days, was used to examine the reliability of Form A of the EPI on 72 Indian South African Std 9 high school girls (mean age = 16,928 years) and 70 Std 9 high school boys (mean age = 17,296 years). Reliability coefficients were calculated for the E, N, and L scales for boys, girls, and the sexes combined. The reliabilities were acceptable for all groups, with the lowest coefficient being 0,715, suggesting that Form A of the EPI is reliable for use with Indian South African 15–18-year old subjects.

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Assari, Shervin, and Cleopatra Howard Caldwell. "Teacher Discrimination Reduces School Performance of African American Youth: Role of Gender." Brain Sciences 8, no. 10 (2018): 183. http://dx.doi.org/10.3390/brainsci8100183.

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Background: Gender may alter African Americans’ vulnerability to discrimination. The type of outcomes that follow exposure to discrimination may also be gender-specific. Although teacher discrimination is known to deteriorate school performance, it is yet unknown whether male and female African American youth differ in the effect of teacher discrimination on school performance. Objective: This cross-sectional study explored the moderating role of gender on the effect of teacher discrimination on school performance in a national sample of African American youth. Methods: The National Survey of American Life-Adolescent Supplement (NSAL-A) enrolled a nationally representative sample (n = 810) of 13–17-year-old African American youth. Demographic factors, socioeconomic status, teacher discrimination, and school performance (grade point average, GPA) were measured. Linear multivariable regression models were applied for data analysis. Results: Males and females reported similar levels of perceived teacher discrimination. In the pooled sample, higher teacher discrimination was associated with lower school performance among African American youth (b = −0.35; 95% confidence interval (CI) = −0.49 to −0.22). Gender interacted with perceived teacher discrimination (b = 12; 95% CI = 0.24–2.02), suggesting a significant difference between males and females in the magnitude of the association between perceived teacher discrimination and GPA. In stratified models, perceived teacher discrimination was associated with worse school performance of females (b = −12; 95% CI = −0.03 to −2.78) but not males (b = 0.01; 95% CI = −0.07 to 0.08). Conclusion: In line with previous studies, gender was found to alter the vulnerability of African American youth to perceived discrimination. African American boys and girls may differ in their sensitivity to the effects of teacher discrimination on school performance.

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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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Brown, Bryan A., Charmaine Mangram, Kathy Sun, Keith Cross, and Erin Raab. "Representing Racial Identity." Urban Education 52, no. 2 (2016): 170–206. http://dx.doi.org/10.1177/0042085916661385.

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The challenge of opening the doors to science has been a topic of debate for many years. This content analysis study documented an urban school’s attempt to use representational practices to promote positive science identities for African American boys. Our analysis revealed how the school attempted to offer connections between ethnic identity and achievement ideology through representational practices. Whether it was posting the names of famous African American male scientists or promoting attendance to Historically Black Colleges and Universities (HBCUs), the school used postings, displays, and interior pictures to communicate a positive science identity. The study highlights the need to promote non-stereotypical science identities for students.

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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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