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Muller, Chandra, Catherine Riegle-Crumb, Kathryn S. Schiller, Lindsey Wilkinson, and Kenneth A. Frank. "Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification." Teachers College Record: The Voice of Scholarship in Education 112, no. 4 (2010): 1038–63. http://dx.doi.org/10.1177/016146811011200406.
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Background/Context Brown v Board of Education fundamentally changed our nation's schools, yet we know surprisingly little about how and whether they provide equality of educational opportunity. Although substantial evidence suggests that African American and Latino students who attend these schools face fewer learning opportunities than their White counterparts, until now, it has been impossible to examine this using a representative sample because of lack of data. Purpose/Objective/Research Question/Focus of Study This study uses newly available data to investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school. Setting This study uses data from the Adolescent Health and Academic Achievement Study (AHAA) and its partner study, the National Longitudinal Study of Adolescent Health (Add Health), a stratified, nationally representative study of students in U.S. high schools first surveyed in 1994–1995. Population/Participants/Subjects Two samples of racially diverse high schools were used in the analysis: one with African Americans, Whites, and Asians (26 schools with 3,149 students), and the other with Latinos, Whites, and Asians (22 schools with 2,775 students). Research Design Quantitative analyses first assess how high schools vary in the extent to which minority students are underrepresented in advanced sophomore math classes. Hierarchical multilevel modeling is then used to estimate whether racial-ethnic differences in representation in advanced math have an impact on African American and Latino students’ achievement by the end of high school, relative to the Whites and Asians in the school. Specifically, we estimate the effects of Whites’ and Asians’ overrepresentation in sophomore-year math (or Latino or African American underrepresentation) within the school on students’ senior-year grades and their postsecondary enrollment. Findings/Results Findings show that schools vary in the extent to which African American and Latino students are underrepresented in advanced sophomore math classes. This pattern of racial inequality in schools is associated with lower minority senior-year grades and enrollment in 4-year postsecondary institutions, net of students’ own background. Conclusions/Recommendations Evidence consistently suggests that schools can play an active role in the provision of opportunities for social mobility or in the exacerbation of social inequality, depending on how they are structured. It is important to consider racial stratification within schools as a mechanism of inequality of educational opportunity.
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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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Thomas, Duane E., Catherine P. Bradshaw, Jessika H. Bottiani, Heather L. McDaniel, and Katrina J. Debnam. "Coping Power in the City: Promoting Coping in African American Male Students." Professional School Counseling 25, no. 1_part_4 (2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040002.
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This article describes efforts to adapt an adolescent version of the Coping Power program, called Coping Power in the City, for use with high school students attending an urban school district with high concentrations of students exposed to community violence and challenges related to elevated tensions between youth and police. The goal of this group-based preventive intervention is to provide a comprehensive, school-based approach to stem rates of violence, discipline problems, and related mental health concerns for adolescents. A novel feature is the integration of a school police component into the intervention model with concurrent supports for students, parents, and teachers to supplement school counseling efforts. We present an overview of the program and a rationale for its adaptation to meet the needs of African American males in urban high schools. We summarize baseline data for 514 ninth graders (46% African American males) across 10 urban high schools participating in a randomized controlled trial. We also address lessons learned and implications for school-based counseling practices for African American male students and engagement of school police officers in urban high schools.
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Stearns, Elizabeth. "Long-Term Correlates of High School Racial Composition: Perpetuation Theory Reexamined." Teachers College Record: The Voice of Scholarship in Education 112, no. 6 (2010): 1654–78. http://dx.doi.org/10.1177/016146811011200604.
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Background/Context Perpetuation theory predicts that attending a racially segregated school paves the way for a lifetime of segregated experiences in neighborhoods, schools, and jobs. Research conducted in the 1970s and 1980s linked racial isolation in high schools with later racial isolation in many social settings among African-American students. Racial isolation in the workplace is particularly important to study given that it is an indicator of social cohesion and has been linked with lower levels of pay for workers of color. Purpose This study updates much of this research, focusing on the extent to which young adults are racially isolated in the workplace for a more contemporary and racially/ethnically diverse sample. Research Design Using the National Education Longitudinal Study, I conduct ordinary least squares regression with Huber/White/sandwich robust variance estimates and a correction for clustered observations. Findings I find that the racial composition of high schools has a long-term effect on the extent to which young adults are racially isolated in the workplace. I find that exposure to other racial groups in high school—specifically, exposure to Asian American, Latino, and African American students for White students, and exposure to Latinos and Whites for African American students—reduces their racial isolation in workplace settings after high school. These effects are remarkable in that they are being detected net of measures of region, high school resources, and individual resources, and particularly net of residential isolation in the neighborhoods that the students lived in during the survey period. Conclusions This study's findings are consistent with perpetuation theory, which highlights the long-term effects of attending segregated schools across multiple social settings. It offers additional reasons to be concerned about the resegregation of America's schools: as they reseg-regate, additional racial isolation in the workplace is expected to follow.
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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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Lofton, Richard. "The Duplicity of Equality: An Analysis of Academic Placement in a Racially Diverse School and a Black Community." Teachers College Record: The Voice of Scholarship in Education 121, no. 3 (2019): 1–48. http://dx.doi.org/10.1177/016146811912100306.
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Background/Context For more than four decades, researchers have shown that African American students are overrepresented in lower-track classes, while their White peers tend to be in advanced courses. In the past twenty years, school districts have implemented detracking reforms that stressed self-selection policies as an alternative to separate academic paths, yet quantitative data still show that most African American students are not attending upper-level or advanced classes in racially diverse schools. Purpose/Objective/Research Question/Focus of study This study explores how African American parents come to terms with academic placement, and the mechanisms that impact their child's educational experiences in a racially diverse school while coming from a segregated high-poverty African-American community. Setting Research took place in a racially diverse suburban school and city. The suburban city is a microcosm of the United States, not only because of the racial and economic diversity of its school district, but also because its story encapsulates the plight of many African Americans in relation to the Great Migration, segregation, disinvested neighborhoods, and systemic inequalities. Population/participants/Subjects Participants included 26 African American parents, many of whom attended the same school district and experienced their own lower-track placement. Research Design Ethnographic methods, which include interviews and observations, were used to explore the research questions. African American parents were individually interviewed about their own educational experiences, children's academic placement, family background, interactions with the school system, community issues, and perceptions of the middle school and city. Findings/Results African American students and their parents were a product of intergenera-tional tracking. Parents and their children had experienced lower-track courses. In addition, the exposure of African American students and parents to systemic inequalities in their home and community heavily influenced their academic placement and overall educational experiences. Moreover, tracking in this school was not necessarily about abilities and skills but also about separating African American students and creating a formal semblance of equality that actually reinforced systemic inequalities, a reality captured in the phrase “duplicity of equality.”
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Lynn, Marvin, Jennifer Nicole Bacon, Tommy L. Totten, Thurman L. Bridges, and Michael Jennings. "Examining Teachers’ Beliefs about African American Male Students in a Low-Performing High School in an African American School District." Teachers College Record: The Voice of Scholarship in Education 112, no. 1 (2010): 289–330. http://dx.doi.org/10.1177/016146811011200106.
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Background/Context The study examines teachers’ and administrators’ perspectives on the persistent academic failure of African American male high school students. The study took place between 2003 and 2005 in a low-performing high school in Summerfield County, a Black suburban county in the Mid-Atlantic region of the United States with a poverty rate below 8%, according to the 2000 United States census. At the time of the study, there were a number of initiatives across the state designed to address what was being referred to as “the minority achievement gap.” The researchers—most of whom were African American faculty and graduate students at the University of Maryland—were interested in understanding what teachers and other school personnel such as counselors and administrators would have to say about why African American students, particularly males, tended to persistently underperform on standardized measures of achievement, had higher rates of suspension and expulsion from school, were overrepresented in special education, and had significantly higher dropout rates than all other subgroups in this mostly Black and middle-class suburban school district. Purpose and Research Questions In the present article, we build on the work of scholars of critical race studies in education and scholars concerned about teachers’ impact on student achievement to explore teachers’ beliefs about African American students, and we discuss the possible implications for African American males in troubled schools. We used critical race ethnographic methods to collect data on the following research questions: (1) How does a low-performing high school in a low-performing school district cope with the persistent problem of African American male underachievement? (2) In particular, how do teachers and administrators understand the problem? (3) How might this impact their ability to work successfully with African American male students? Setting The study took place in Summerfield County, a majority-Black suburban county in the Mid-Atlantic region of the United States. The county is known as the wealthiest Black county in the nation. With over 100,000 students, its school district is one of the largest and lowest performing in the state. At the time of the study, the district was ranked 23rd out of 24 districts in the state in measures of standardized achievement. The research took place in a midsized all-Black high school in a section of the county that is contiguous with one of the poorer sections of a nearby city. The high school, with a 99% Black population of slightly fewer than 1,000 students, was one of the lowest performing high schools in the district. Participants The main participants in the study consisted of two groups: (1) a sample of 50 teachers, administrators, and counselors, and (2) a subsample of 6 teachers in art, music, technology, social studies, and math who participated in ongoing individual interviews, a focus group, and classroom observations. Research Design This study involved a series of focus groups, formal and informal interviews with teachers, counselors, and administrators, and 18 months of ethnographic observations in the school. Conclusions Researchers found that school personnel overwhelmingly blamed students, their families, and their communities for the minority achievement gap. In short, the school was pervaded by a culture of defeat and hopelessness. Ongoing conversations with a smaller group of teachers committed to the success of African American male students revealed that the school was not a safe space for caring teachers who wanted to make a difference in the lives of their students.
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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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Shi, Qi, and Ramon Goings. "What Do African American Ninth Graders Discuss During Individual School Counseling Sessions? A National Study." Professional School Counseling 21, no. 1 (2017): 2156759X1877880. http://dx.doi.org/10.1177/2156759x18778803.
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To investigate the topics that African American ninth graders discuss during individual counseling sessions, we used the High School Longitudinal Study of 2009. Results showed that ninth-grade African American students most frequently talked with school counselors about going to college, math courses, and other courses. African American male students were more likely than female students to talk to school counselors about science courses. Socioeconomic status and school belonging had significant impact on the topics African American students raised in individual counseling sessions. We provide discussion and implications for school counselors.
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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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Jones, Brandolyn E., Rebecca M. Bustamante, Pamela Gray, and Benita R. Brooks. "Exploring Cultural Responsiveness Among European American Principals in Rural Schools With High-Performing African American Readers." Journal of School Leadership 29, no. 2 (2019): 115–29. http://dx.doi.org/10.1177/1052684619832155.
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A comparative case study approach was applied to explore the extent of cultural responsiveness of two European American principals working in two select rural elementary schools where African American students consistently scored high on reading achievement tests. Results suggested African American students’ high levels of reading performance in the rural school environments were influenced largely by synergistic systems of community integration, culturally relevant leadership practices, and teacher professional development. Recommendations for practicing rural principals, principal preparation programs, and educational researchers are shared.
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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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Fletcher Jr., Edward C., and Tony Xing Tan. "Black Lives Matter: Examining an Urban High School STEAM Academy Supporting African American Students, Families, and Communities using a Healing-Centered Approach." International Journal of Multiple Research Approaches 13, no. 1 (2021): 41–54. http://dx.doi.org/10.29034/ijmra.v13n1a2.
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In this study, we used an exploratory sequential mixed methods research design to examine how an urban high school STEAM (Science, Technology, Engineering, Arts, and Mathematics) themed academy—with a 98% African American/Black and 100% economically disadvantaged student population—provided wraparound services to demonstrate care for students, families, and the community. We also studied how their school efforts promoted student engagement. In Phase 1, we collected qualitative data to examine the wraparound supports and philosophies that the school stakeholders (N = 39) used to promote a sense of caring as well as community. In Phase 2, we analyzed quantitative survey data from the African American/Black academy students (N = 177) on their levels of engagement (behavioral, cognitive, and emotional) in the school and compared them to African American/Black students at a comprehensive high school (N = 179). Based on a combination of perspectives of school personnel, school stakeholders, and results from the high school survey of student engagement, we found that the wraparound services provided equitable supports for economically disadvantaged students, was instituted using a healing-centered mindset, and enabled the school personnel and stakeholders to adopt a no excuse disposition. Even further, we found that in comparison to students at the large comprehensive high school, the academy students had statistically and practically significantly higher scores on behavioral engagement (p < .001; d = .58), and statistically significantly higher scores on cognitive engagement (p < .01; d = .31). There was no statistically significant difference in emotional engagement (p = .98). Our findings highlight best practices for ensuring equity for African American/Black high schools in the wake of both the Black Lives Matter movement and the COVID-19 pandemic.
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Nasir, Na’ilah Suad, Milbrey W. McLaughlin, and Amina Jones. "What Does It Mean to Be African American? Constructions of Race and Academic Identity in an Urban Public High School." American Educational Research Journal 46, no. 1 (2009): 73–114. http://dx.doi.org/10.3102/0002831208323279.
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In this article, the authors explore variation in the meanings of racial identity for African American students in a predominantly African American urban high school. They view racial identity as both related to membership in a racial group and as fluid and reconstructed in the local school setting. They draw on both survey data and observational data to examine the nature of racial identity meanings for African American students, their relation to academic engagement and achievement, and how they were fostered by the school context. Findings show that students embraced (and were offered differential access to) different meanings of African American racial identity and that these meanings were differentially related to achievement and engagement.
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Bruce, Angelia M., Yvette Q. Getch, and Jolie Ziomek-Daigle. "Closing the Gap: A Group Counseling Approach to Improve Test Performance of African-American Students." Professional School Counseling 12, no. 6 (2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200603.
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This article evaluated the impact of a group counseling intervention on African-American students’ achievement rates during the spring administration of high-stakes testing at a rural high school in Georgia. Eighty percent ofeligible students who participated in the intervention received passing scores on the four sections tested during the spring administration of the Georgia High School Graduation Tests (GHSGT), and all participating students received passing scores on the English Language Arts and Math sections of the GHSGT. Additionally, the achievement gap between African-American students and White students on the Enhanced Math narrowed during the 2007-2008 testing period, with 63.2% of African-American students achieving pass rates as compared to 70.5% of White students. The pass rate increased from the 38.7% pass rate among African-American students from the previous school year, indicating that the intervention was successful in improving pass rates on high-stakes testing. Implications for professional school counselors include utilizing the practice of group counseling and disaggregating data to promote achievement among underachieving student subsets.
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King, Brenda T., and Thomas E. Ford. "African-American Student Perceptions of Predominately White Campuses: The Importance of Institutional Characteristics Relating to Racial Climate." Journal of Applied Sociology os-20, no. 2 (2003): 65–76. http://dx.doi.org/10.1177/19367244032000204.
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The Campus Climate Survey was developed to identify the institutional characteristics of predominately white colleges or universities (PWCUs) that African-American students perceive as important predictors of the quality of the campus environment. We examined whether African-American and White students differentially consider institutional characteristics relating to racial climate to evaluate the campus environment. The survey was administered to 131 African-American and 247 White high school seniors and college students. Results suggest that African-Americans were especially attuned to racial climate characteristics. Furthermore, these racial climate characteristics are uniquely important for African-American students: they mattered to them but not to Whites. Indeed, the general institutional characteristics (non-racial climate related) were more important for determining social comfort for White students.
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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 educational and cultural concerns by engaging in acts of collective violence and non-violent direct action. These protest efforts included a boycott, two sit-ins, a protest march, and a formal list of demands. African American high school students from Lawnside expressed similar grievances to African American youth in other locations, they demonstrated considerable activist autonomy from parents and outside organizations, and female students often held positions of influence and leadership.
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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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Duvvuri, Saawan S. "Analyzing Public School Education Inequalities in the Dallas-Fort Worth Metroplex." Eximia 13 (February 16, 2024): 167–82. http://dx.doi.org/10.47577/eximia.v13i1.435.
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Purpose: This paper investigates the influences of racial and socioeconomic factors on public schools' performance in the Dallas-Fort Worth (DFW) Metroplex. Research Methods: I obtained data from the Texas Education Agency (TEA) and the American Community Survey (ACS), representing 366,568 students attending 239 public high schools in the DFW Metroplex, which included public schools located in Colin County, Dallas County, Tarrant County, and Denton County. I measured public school performance based on graduation rate metrics and average SAT scores from graduating students. Findings: I found a significant correlation between racial and socioeconomic factors on public school performance. I found that the percent composition of socioeconomically disadvantaged students was the highest correlator to decreased academic performance. Further, I found a positive correlation between the percentage of socioeconomically disadvantaged students attending a given high school in relation to the percentage of African-American and Hispanic students attending a given high school. Notably, I found that public schools in the DFW Metroplex were highly segregated by racial and socioeconomic factors. Implications: This study highlights the necessity for policy pushes to diversify public school districts. Many public schools in the DFW Metroplex remain extensively segregated by racial and socioeconomic factors, and our findings underscore the importance of ensuring equitable resource distribution amongst public schools, specifically in school systems with large percentages of African-American, Hispanic, and socioeconomically disadvantaged students.
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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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Lleras, Christy. "Race, Racial Concentration, and the Dynamics of Educational Inequality Across Urban and Suburban Schools." American Educational Research Journal 45, no. 4 (2008): 886–912. http://dx.doi.org/10.3102/0002831208316323.
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This study uses national data from the National Educational Longitudinal Study to model educational inequality as a feedback process among course placement, student engagement, and academic achievement, separately for students in schools with high and low percentages of African American students. Results find strong effects of placement, engagement, and performance on one another over time and across both school types. However, the results also show that racial segregation is detrimental to the overall learning process for students between 8th and 10th grade. The author concludes that White and African American students in predominantly Black, particularly urban, schools are significantly disadvantaged at each point of the learning process compared to students in other school types.
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Mateu–Gelabert, Pedro, and Howard Lune. "Street Codes in High School: School as an Educational Deterrent." City & Community 6, no. 3 (2007): 173–91. http://dx.doi.org/10.1111/j.1540-6040.2007.00212.x.
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Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students’ commitment and determination to participate in their own education. We present the high school experiences of first–generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority “resistance” to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students’ commitment to education than do their immigration status or cultural backgrounds.
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Gordon, Beverly M. "“Give a Brotha a Break!”: The Experiences and Dilemmas of Middle-Class African American Male Students in White Suburban Schools." Teachers College Record: The Voice of Scholarship in Education 114, no. 5 (2012): 1–26. http://dx.doi.org/10.1177/016146811211400502.
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Background/Context Today, in the era of the first African American president, approximately one third of all African Americans live in suburban communities, and their children are attending suburban schools. Although most research on the education of African American students, particularly males, focuses on their plight in urban schooling, what occurs in suburban schools is also in need of examination. Purpose/Focus of Study This research focused on the lived experiences of 4 middle-class African American male students attending affluent White suburban schools. Through vignettes focusing on their various experiences and recollections, this study provides a preliminary snapshot, part of a larger study, of the schooling environments in the life stories of middle-class Black suburban youth. Research Design Qualitative methodology was used to explore the life histories of the 4 African American males. Each student participated in a tape-recorded interview to examine what it meant to grow up in White upper-middle-class suburban communities and to matriculate within suburban district schools from elementary through high school. Findings/Results The salient themes that emerged from the rich, interactive conversations and dialoguing address issues related to disillusionment and resilience; the presence or absence of racism; academic pressures; social bonding and identity development in racialized social and academic settings; and the gatekeeping role of athletics. Conclusions/Recommendations Suburban education may not be the panacea that African American families had hoped. The socioeconomic status of African American families who live in affluent White suburban communities may not be enough to mitigate against the situated “otherness” that Black students—in this case, males—experienced in affluent White suburban schools. More research is needed to understand the positionality of Black male students in suburban schools; relationships between suburban Black adolescent males and females; school life beyond athletics; the role of the family and community in combating racism and otherness; and how student agency can be a force for change.
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Arcidiacono, Peter, and Cory Koedel. "Race and College Success: Evidence from Missouri." American Economic Journal: Applied Economics 6, no. 3 (2014): 20–57. http://dx.doi.org/10.1257/app.6.3.20.
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Conditional on enrollment, African American students are substantially less likely to graduate from four-year public universities than white students. Using administrative micro-data from Missouri, we decompose the graduation gap into racial differences in four factors: (i) how students sort to universities, (ii) how students sort to initial majors, (iii) high-school quality, and (iv) other preentry skills. Preentry skills explain 65 and 86 percent of the gap for women and men respectively. A small role is found for differential sorting into college, driven by African Americans' disproportionate representation in urban schools and schools at the very bottom of the quality distribution. (JEL H75, I21, I23, J15, R23)
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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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Birky, Geoffrey D., Daniel Chazan, and Kellyn F. Morris. "In Search of Coherence and Meaning: Madison Morgan's Experiences and Motivations as an African American Learner and Teacher." Teachers College Record: The Voice of Scholarship in Education 115, no. 2 (2013): 1–42. http://dx.doi.org/10.1177/016146811311500203.
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Background/Context Teachers in urban schools are sometimes seen as a large part of the problem with such schools; they are often spoken of as not knowing the content they need to know to teach, are not seen as committed to excellence or to reform-minded teaching, and therefore are not seen as a resource for school improvement. The case of Madison Morgan presented in this article stands in opposition to such depictions of urban mathematics teachers and suggests in particular that African American teachers may bring important resources to teaching in urban schools that would be helpful in school improvement. Purpose/Objective/Research Question/Focus of Study What instructional strategies does this well-respected African American mathematics teacher teaching Algebra 1 in a nonselec-tive urban school use to convey to her students a sense of purpose for engaging with mathematics? Furthermore, what experiences as African Americans in our society seem to influence her in selecting and crafting these instructional strategies? Setting This research was carried out in the classroom of a well-respected African American teacher who teaches an Algebra 1 course whose outcomes have high stakes for both her stu- dents and her school. Ms. Morgan's class is of a typical size and with typical demographics for the large nonselective urban school in which she teaches. Her school is located in a large public school district whose students are majority minority (African American and Hispanic). The school and district have comparatively low weath per student ratios and high FARMs rates. Population/Participants/Subjects Madison Morgan is a well-respected teacher of Algebra 1 in an urban school where students must pass a state-mandated algebra and data analysis exam to progress toward high school graduation. Research Design This article reports on an in-depth, qualitative case study of the teaching of an Algebra 1 class by one well-respected African American mathematics teacher in an urban school. Data Collection and Analysis During one academic year, a three-part team of researchers observed Madison Morgan's instruction on 25 occasions and completed nine formal interviews with her. This article presents information on two of nine lessons observed by the algebra research team, as well as excerpts from three interviews. To begin analysis of her lessons and those suggested by the curriculum guide, we created lesson diagrams that tabulated and classified lesson segments according to skill or concept addressed and form of delivery (teacher demonstration, individual or group practice, and individual or group problem solving) and that indicated which segments were connected by a single problem situation or context. The ratio of connections to segments was used as a summary measure of lesson coherence. Findings/Results Ms. Morgan's response to an urban teaching assignment in which she must prepare students for high-stakes testing is to adopt deliberately a teaching approach that differs in significant ways from that suggested by the district curriculum guide and from practices claimed to be common among teachers in urban schools. Her desire is to achieve a level of coherence in the content she teaches that she does not see in the district curriculum guide. She attempts to do this by building her instruction around functions, data analysis, and problem contexts that require the use of multiple concepts and skills. Her motivation for doing this stems from her goals for her students: that they gain meaning for the mathematics they are learning and that they become problem solvers. These goals emerged from her own experiences as an African American student who felt she was shortchanged by an education that expected too little of her and that did not provide opportunities for her to think independently or to see meaning in what she was learning. Conclusions/Recommendations Ms. Morgan exemplifies but one way a well-respected teacher's experiences as an African American student, and consequent motivatons and commitments, may be a significant resource in efforts to strengthen the education that urban students receive.
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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 important in cluster formation but related to PA in somewhat unexpected ways.
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Green-Jones, Jamillah D., Paul K. S. Collins, and Warren C. Hope. "Impact of the Algebra I End of Course Examination on African American Students Obtaining a Standard High School Diploma." Education, Language and Sociology Research 3, no. 1 (2022): p48. http://dx.doi.org/10.22158/elsr.v3n1p48.
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The state of Florida requires all students complete Algebra I and pass the End of Course Examination (EOCE) to graduate with a standard high school diploma. Algebra I EOCE results indicate that many African American students do not pass the examination. This research sought to determine if there is a relationship between African American students’ failure to pass the Algebra I EOCE and graduate with a standard diploma. Four hypotheses, null and alternative were tested. Two ninth-grade cohorts, 2013-2014 and 2014-2015 comprised the sample. Data were analyzed using t test and one-way analyses of variance (ANOVA). Results indicate a significant relationship between African American students’ failure to pass the Algebra I EOCE and graduation with a standard high school diploma.
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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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Mcardle, Erin E., and Jennifer D. Turner. "“I'm Trying to Beat a Stereotype”: Suburban African American Male Students’ Social Supports and Personal Resources for Success in AP English Coursework." Teachers College Record: The Voice of Scholarship in Education 123, no. 4 (2021): 1–44. http://dx.doi.org/10.1177/016146812112300403.
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Background African American male students attending U.S. suburban schools remain severely underrepresented in Advanced Placement (AP) programs. A number of structural barriers, including racialized tracking policies; limited referrals from educators and school counselors; conventional AP practices centered on Eurocentric curricula, literature, and pedagogies; and educators’ deficit mindsets toward Black masculinity, mitigate African American male students’ access to and success in suburban AP classrooms. Despite these sobering realities, African American male students have achieved success in AP English Language Arts coursework. Yet few researchers have investigated the multiple and complex forms of support to which African American male students attribute their successful performance in AP English coursework in suburban high schools. Purpose/Research Question In an effort to close opportunity gaps in AP English programs, the present study illuminates the social supports and personal resources that African American male students mobilized to earn exemplary grades (i.e., maintaining a grade of B- or higher, or 79.6% or higher out of 100%) in an AP English Language and Composition and/or an English Literature and Composition course, and earn a passing score on the formal AP exam (i.e., 3 or higher). Countering deficit-oriented research paradigms, we employed an anti-deficit achievement framework to (re)position young African American men as capable, motivated, and agentive learners who marshal complex supportive networks, as well as their own personal resources, to successfully learn academic literacies in AP English classrooms. Our inquiry was guided by the following research question: To what social supports and personal resources do young African American men who graduated from a suburban high school attribute their success in AP English coursework? Participants Eight young African American men who were enrolled in AP English coursework in a suburban Mid-Atlantic secondary school were the participants in this study. Participants were successful learners who received exemplary grades in an AP English class, were taught by the first author, and earned a passing score on an AP English exam. Participants’ ages ranged from 21 to 33 years, and all were attending or had graduated from a four-year college or university. Research Design The young men participated in one-on-one, in-depth interviews. Interviews probed the participants’ personal experiences in AP English, their perspectives in achieving success in the class and on the formal exam, and their recollections of the AP English curriculum, and were cross-analyzed for common sources of supports through multiple coding cycles. Findings The young men highlighted six sources of support that were integral to their AP English success. They described three sources of social supports—the wisdom, guidance, and caring that they received from family members, English teachers, and peers—that promoted their success in AP English. In addition, participants identified three types of personal resources—their own college aspirations, persistence in learning academic literacies, and racial consciousness—that inspired and motivated their high scholastic achievement in AP English. Conclusion By mobilizing the rich social supports and personal resources in their lives, African American male students have the resilience, courage, and the intelligence to enroll and succeed in AP English coursework. We suggest that suburban school administrators, school counselors, and teachers use open AP enrollment policies; work closely with and provide pertinent information to African American families; address students’ social emotional concerns; and ensure that AP English pedagogical practices are humanizing to improve the recruitment and retention of African American male students in AP English programs. Finally, we contend that educational scholars and practitioners must continue to engage in research and practice that nurture young African American male students’ social supports and personal resources for AP English success.
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Wang, Chuang, Xitao Fan, and David K. Pugalee. "Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools." Education and Urban Society 52, no. 7 (2019): 1112–32. http://dx.doi.org/10.1177/0013124519894970.
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This is a longitudinal study of the change in the academic achievement gap between African American and European American students from elementary to high schools with large administrative data from a school district in the United States. Analysis of variance between eight tracks of students defined by the school environment of isolated schools or diverse schools indicated that middle school is a critical period for closing the achievement gap and that students who stayed in diverse schools from elementary to high schools benefited the most in both reading and mathematics standardized test scores. Multilevel linear growth models show that staying in isolated elementary and middle schools has a negative impact on the students’ reading achievement and their annual growth rate in mathematics for all students regardless of race.
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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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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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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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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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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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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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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 life challenges of low-income, African American males? Data analysis revealed three salient themes: (a) missing critical school and home supports, (b) searching for significant relationships and role models, and (c) desiring to earn money to provide for their families. Based on these qualitative themes, we offer specific strategies that school personnel, such as school counselors, can use to increase school engagement and success among low-income, African American males.
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Schneider, Barbara, Kathryn S. Schiller, and James S. Coleman. "Public School Choice: Some Evidence From the National Education Longitudinal Study of 1988." Educational Evaluation and Policy Analysis 18, no. 1 (1996): 19–29. http://dx.doi.org/10.3102/01623737018001019.
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Programs to provide parents with opportunities to choose among public schools have increased to the point that more American high school students are enrolled in public “schools of choice” than private schools. Using indicators of students’ “exercise of choice “ and enrollment in a public school of choice from The National Education Longitudinal Study of 1988, this article explores certain groups’ propensities to take advantage of opportunities to choose in the public sector. Controlling on the availability of opportunities for choice in their schools, African Americans and Hispanics show a greater propensity to take advantage of those opportunities than Whites and Asian Americans. Students whose parents have lower levels of education are also more likely than those with more education to take advantage of opportunities to choose.
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Servoss, Timothy J. "School Security and Student Misbehavior." Youth & Society 49, no. 6 (2014): 755–78. http://dx.doi.org/10.1177/0044118x14561007.
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Despite a nationwide trend to increase security measures in schools, their effectiveness in reducing or preventing student misbehavior remains largely unexamined. In addition, there is concern that increased security may have unintended negative side effects and is applied inequitably across students of disparate racial/ethnic backgrounds. The purpose of this study was to explore student differences between high- and low-security schools and to understand the relationship of security to student misbehavior. Data from 10,577 Grade 10 students from 504 public schools from the Education Longitudinal Study were examined. Numerous differences in students served by high- and low-security schools were noted; high-security schools were more likely to serve African American students. Security was negatively associated with student self-reported misbehavior but was unrelated to teacher ratings. Security interacted with race/ethnicity such that African American students were rated as having higher levels of disruptive and attendance-related misbehavior by teachers in schools with higher levels of security.
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Wildhagen, Tina. "How Teachers and Schools Contribute to Racial Differences in the Realization of Academic Potential." Teachers College Record: The Voice of Scholarship in Education 114, no. 7 (2012): 1–27. http://dx.doi.org/10.1177/016146811211400702.
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Background/Context The fulfillment of academic potential is an underdeveloped area of inquiry as it relates to explaining racial differences in academic outcomes. Examining this issue is important for addressing not only differences in the typical outcomes for African American and White students but also the severe underrepresentation of African American students among the highest achieving students. Whereas other studies have operationalized lost academic potential as unfulfilled expectations for educational attainment, this study takes a different approach, measuring whether students earn higher or lower grades than the grades predicted by earlier tests of academic skills. Students whose grades are equal to or exceed those predicted by their earlier test scores are said to have fulfilled their academic potential, whereas those whose grades are lower than predicted have not realized their potential. Purpose/Objective/Research Question/Focus of Study This study finds that African American high school students are less likely than their White peers to realize their academic potential. The analyses test several explanations for the racial gap in the realization of academic potential, focusing on the students themselves, their teachers, and their schools. Research Design This study uses hierarchical linear modeling to analyze data from the Education Longitudinal Study of 2002. Conclusions/Recommendations The results suggest that teachers perceive African American students as exerting less classroom effort than White students, which accounts for a substantial proportion of the racial gap in unrealized academic potential, even with several student characteristics held constant. At the school level, there are larger racial gaps in unrealized academic potential in segregated schools and schools with strict disciplinary climates. Strikingly, the negative effect of strict disciplinary climate exists net of students’ own receipt of disciplinary actions. That is, the negative association between strict disciplinary climate and the realization of academic potential for African American students applies to African American students regardless of whether they themselves have been in trouble at school. This study reveals that characteristics of schools that lack immediately obvious racial implications, such as a school's approach to student discipline, may be just as harmful as overtly racialized inequality within and between schools.
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Clark, Lawrence M., Eden M. Badertscher, and Carolina Napp. "African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation." Teachers College Record: The Voice of Scholarship in Education 115, no. 2 (2013): 1–36. http://dx.doi.org/10.1177/016146811311500201.
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Background/Context Recent research in mathematics education has employed sociocultural and historical lenses to better understand how students experience school mathematics and come to see themselves as capable mathematics learners. This work has identified mathematics classrooms as places where power struggles related to students’ identities occur, struggles that often involve students’ affiliations with racial, ethnic, and gender categories and the mathematics teacher as a critical agent in students’ mathematics identity development. Frameworks for identifying resources that mathematics teachers draw on to teach are evolving, and emerging dimensions of teachers’ knowledge, namely knowledge of students’ lived experiences and histories, as well as teachers’ experiences and identities, are increasingly being considered alongside more traditional dimensions of the knowledge teachers draw on in their practice. Purpose The purpose of this article is to explore the perspectives and practices of two African American mathematics teachers, Madison Morgan and Floyd Lee, as they support their African American students’ mathematics identity formation and development. Participants At the time of the study, Morgan and Lee were high school mathematics teachers in a large urban school district. Both participants were selected for this analysis because of considerable differences in their life histories, pedagogical approaches, and perspectives. Research Design Each teacher was observed approximately 25 times and interviewed 9–10 times. The primary data for this analysis consist of a subset of observations and interviews for the purposes of conducting a qualitative cross-case analysis that examines themes, similarities, and differences in Morgan's and Lee's approaches to supporting their students’ mathematics identity development. Findings Morgan's and Lee's experiences, perspectives, and practices characterize two very different perspectives of what constitutes a positive mathematics identity, while both maintain connections to race and racial identities. In both cases, there exists a subtle paradox in the underlying motivations that the teachers communicated in their interviews related to socializing their African American students and the practices they actually employ in their classrooms. Furthermore, both teachers made use of their capacity to serve as models and motivators for students’ current and future success in mathematics. Conclusions/Recommendations If equitable high-quality mathematics instruction is a sincere goal of the mathematics education community, we strongly recommend that researchers further explore the ways that teacher identity, including those dimensions associated with race, class, and gender, serves as an instructional and motivational resource as teachers work to create productive and meaningful learning environments for their students.
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Rowser, Jacquelien Frazier, and Trish Yourst Koontz. "Inclusion of African American Students in Mathematics Classrooms: Issues of Style, Curriculum, and Expectations." Mathematics Teacher 88, no. 6 (1995): 448–53. http://dx.doi.org/10.5951/mt.88.6.0448.
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Recently we had the pleasure of observing high school mathematics classrooms in which teachers were demonstrating effective teaching strategies that they had learned at in-service sessions sponsored by the Eisenhower and National Science Foundation (NSF) programs. Unfortunately, we also noticed a distinct lack of African American students in the advanced mathematics classes. In most of the schools, Aftican American students made up 10 to 30 percent of the enrollment, but seldom was more than one African American student enrolled in the advanced mathematics classes.
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Hardy, Lyda Mary. "Rainbow Teachers/Rainbow Students: Who’s New in Multicultural Literature." English Journal 86, no. 7 (1997): 104–8. http://dx.doi.org/10.58680/ej19973466.
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Describes how a multicultural unit was added to a high school American literature course, noting that this necessitated selecting a large number of new books for the school library. Discusses goals of the multicultural project and its main interpretive assignment. Describes briefly selected works by four new African American writers and four new Asian American writers.
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Dixson, Dante D., Cyrell C. B. Roberson, and Frank C. Worrell. "Psychosocial Keys to African American Achievement? Examining the Relationship Between Achievement and Psychosocial Variables in High Achieving African Americans." Journal of Advanced Academics 28, no. 2 (2017): 120–40. http://dx.doi.org/10.1177/1932202x17701734.
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Grit, growth mindset, ethnic identity, and other group orientation are four psychosocial variables that have been associated with academic achievement in adolescent populations. In a sample of 105 high achieving African American high school students (cumulative grade point average [GPA] > 3.0), we examined whether these four psychosocial variables contributed to the achievement of high achieving African Americans beyond the contribution of socioeconomic status (SES) and other demographic variables. Results indicated that the psychosocial variables were not significant predictors of academic achievement for the high achieving African American students in this sample. However, SES was a significant predictor of the academic achievement with a medium effect size. These findings suggest that interventions focused on grit, growth mindset, ethnic identity, and other group orientation may not be as effective as hypothesized.
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Craft, Eleanor, and Aimee Howley. "African American Students’ Experiences in Special Education Programs." Teachers College Record: The Voice of Scholarship in Education 120, no. 10 (2018): 1–35. http://dx.doi.org/10.1177/016146811812001001.
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Background/Context Disproportionate placement of African American students into special education programs is likely to be a form of institutional racism, especially when such placement stigmatizes students. If placement also fails to lead to educational benefits, the practice becomes even more suspect. Some studies have explored disproportionate placement (i.e., over-representation) from the perspectives of policy makers and educators, but few have looked at the practice from the vantage of the African American students experiencing it. Purpose/Objective/Research Question/Focus of Study This study explored how nine African American students in secondary special education placements perceived their school experiences and the benefits, challenges, and detriments associated with their placements and accompanying disability labels. Setting Participating students attended one of three high schools in an urban district in the midwestern United States. Respectively, the schools had low, medium, and high percentages of students on individualized education programs (IEPs). Population/Participants/Subjects Three students from each of three schools participated in the study. With the help of school personnel, the researchers selected students who (a) were African American, (b) were juniors or seniors, (c) carried the label of learning disabilities or mild cognitive impairment, and (d) had received special education services for at least three years. Research Design The researchers used an in-depth interview design including three increasingly detailed interviews with each student. Verbatim transcripts of interviews provided the data the researchers analyzed using (a) inductive coding, (b) development of case-specific profiles, (c) organization of codes to identify patterns in the data, and (d) identification of emergent themes. Findings/Results Three emergent themes suggested that, in most cases, students found the negative consequences of their special education placement to outweigh any benefits. The limited benefits of placement included interactions with responsive teachers and, in a few cases, more suitable instructional pacing. The negative consequences included the experience of being stigmatized by peers, making limited academic progress because of a slow-paced curriculum, and confronting barriers that kept them from returning to general education placements. Conclusions/Recommendations The study found that traumatic events in the students’ lives led to academic difficulties, which subsequently led to placement in special education. Rather than supporting the students through a difficult phase of their lives, educators used special education referral and placement as a form of victim blaming. This response had the effect of excluding the students from engagement with the general education curriculum and from interaction with friends. The dynamics of victim blaming led the researchers to judge special education referral and placement of the nine African American students as a form of institutional racism.
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Bennett, Jill E., Steven F. Philipp, Petra B. Schuler, and Jane L. P. Roy. "Race and Gender Differences of Body Physique and Self-Esteem in High School Students." Californian Journal of Health Promotion 5, no. 4 (2007): 92–96. http://dx.doi.org/10.32398/cjhp.v5i4.1270.
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This study investigated race and gender differences of body physique and self-esteem in high school students (N = 754, mean age = 16.5 + 1.2 yr) attending public schools. Participants completed a five part body physique questionnaire where responses were based on a set of nine figure silhouette drawings and a five part self esteem questionniare. African American females reported significantly larger body physique preferences when compared to their Caucasian counterparts (p0.05). African American’s (males and females) scored significantly higher on the self-esteem assessment than their Caucasian counterparts. These findings suggest that there might be important race and gender differences on various aspects of body physique and self-esteem in high school students.
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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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