Relevant bibliographies by topics / African-American middle school

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'African-American middle school'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "African-American middle school"

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Knudson, Paul. "Continuing Social Constraints in Education Agency: The School Choices and Experiences of Middle- Class African American Families in Albany, NY." Qualitative Sociology Review 17, no. 1 (2021): 150–75. http://dx.doi.org/10.18778/1733-8077.17.1.10.

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This paper explores the experiences of middle-class African American parents who have enrolled their children in a central-city public school district and the factors that inform and contribute to their school enrollment decisions. Data come from nineteen in-depth interviews with middle-class African American parents in Albany, New York. The paper uses the conceptual framework of empowerment and agency to explore and analyze the findings. Findings suggest that middle-class African American parents possess some measure of empowerment based on their human capital and positive childhood experiences in public schools. The latter denotes the salience of emotions in intergenerational education transmission. Parents’ empowerment, however, does not fully extend to agency. Most parents’ school choices have been structured and narrowed by racial segregation in residence and by the real and perceived racial exclusion in private school settings. Therefore, even for highly-educated, middle-income African Americans, anxieties over racial exclusion act as a strong social constraint on parents’ community and school choices.
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Sirin, Selcuk R., and Lauren Rogers-Sirin. "Exploring School Engagement of Middle-Class African American Adolescents." Youth & Society 35, no. 3 (2004): 323–40. http://dx.doi.org/10.1177/0044118x03255006.

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Bacharach, Nancy, and Terry Miller. "Integrating African American Fiction into the Middle School Curriculum." Middle School Journal 27, no. 4 (1996): 36–40. http://dx.doi.org/10.1080/00940771.1996.11495907.

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Booker, Keonya C., and Jae Hoon Lim. "Belongingness and Pedagogy." Youth & Society 50, no. 8 (2016): 1037–55. http://dx.doi.org/10.1177/0044118x16652757.

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In the present study, school belongingness was explored in the context of a mathematics classroom over the course of one academic year. In-depth interviews with eight African American middle school students and their three White teachers were conducted at two time periods. This phenomenological qualitative investigation of African American middle school girls revealed two primary themes of personal connection with their teachers and authentic pedagogy. As practitioners and researchers continue to examine the factors related to African American student achievement, empirical research should highlight the importance of teacher warmth and instructional relevance in the experiences of students of color in middle grades and secondary mathematics classes.
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Pivarnik, James M., Wendell C. Taylor, and Sharon S. Cummings. "Longitudinal Assessment of Aerobic Fitness in Middle School African-American Girls." Pediatric Exercise Science 10, no. 1 (1998): 21–27. http://dx.doi.org/10.1123/pes.10.1.21.

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This study presents 3 years of data from a longitudinal study designed to follow changes in VO2max and treadmill (TM) exercise performance in African-American girls throughout middle school. Subjects (N = 19) were tested 6 months apart during grades 6-8. VO9 and heart rates (HR) were measured continuously while each subject performed an incremental TM test to volitional exhaustion. Absolute VO2max (ml • min1) increased with time, while relative (ml • kg 1 * min1) values declined significantly from 6th to 8th grade. Treadmill time to exhaustion improved after the first test, but showed a significant decline by the end of 8th grade. Correlations between fall 6th-grade and spring 8th-grade aerobic fitness measures ranged from .35 to .57, indicating moderate tracking of these variables throughout middle school. Aerobic fitness values are low (compared to Caucasians) in African-American adolescent girls and show significant declines throughout middle school. Future studies should investigate anatomical, physiological, and behavioral reasons for the apparently low aerobic fitness seen in African-American girls.
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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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Jones, Janine M., and Lisa H. Lee. "Cultural Identity Matters: Engaging African American Girls in Middle School." Journal for Specialists in Group Work 45, no. 1 (2020): 76–95. http://dx.doi.org/10.1080/01933922.2020.1716285.

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Kester, Virginia Myer. "Factors That Affect African-American Students' Bonding to Middle School." Elementary School Journal 95, no. 1 (1994): 63–73. http://dx.doi.org/10.1086/461790.

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Banerjee, Meeta, Christy Byrd, and Stephanie Rowley. "The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes." Social Sciences 7, no. 10 (2018): 208. http://dx.doi.org/10.3390/socsci7100208.

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Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents’ perceptions of school-based discrimination and academic outcomes in a sample of African American middle school students. Adolescents’ reports of perceived school-based discrimination and racial socialization were identified as predictors of academic outcomes (i.e., academic persistence, academic self-efficacy, and academic self-concept). The study also investigated whether racial socialization moderated the relationship between school-based discrimination and achievement outcomes. The study sample comprised 74 African American adolescents (49% female) and one of their parents. Hierarchical regressions showed that racial discrimination by peers was negatively related to academic outcomes. Furthermore, we found that dimensions of racial socialization buffered the effects of school-based discrimination on academic outcomes. Implications for the importance of investigating race-related factors in the academic outcomes of African American youth will be discussed.
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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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Dissertations / Theses on the topic "African-American middle school"

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Pennington, Yvette. "Cyberbullying Incidents Among African American Female Middle School Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3280.

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Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolescents. Additionally, the study reported the cyber bullying incident that occurred most frequently as either directly using texting or indirectly using social media websites. Past research studies have shown a prevalence of cyber bullying acts against Caucasian females. The participants in this study were 737 adolescents 12-17 years old. The results suggested that a prevalence of cyber bullying acts against African American female students occurred at a significantly lower rate than Caucasian female and male students but a significantly higher rate than African American male students and Hispanic male and female students. Additionally, indirect cyberbullying incidents occurred significantly more frequently than direct cyberbullying incidents.
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Nzeocha, Emeka. "A qualitative case study on the perception of middle school stakeholders on the effectiveness and importance of character education in three middle schools in an inner city school district in Alabama." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/nzeocha.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.<br>Additional advisors: Aaron Kuntz, Aaron Moyana, Andrew McKnight, William Boyd Rogan. Description based on contents viewed June 5, 2009; title from PDF t.p. Includes bibliographical references (p. 212-228).
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Figueroa, Louis David. "Teachers' Perceptions of African American Middle School Males' Reading Performance." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6999.

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School administrators at a middle school in the northeastern United States lacked understanding regarding reading services and teaching strategies to improve African American middle school (AA MS) males' performance on standardized state reading assessments. English language arts (ELA) teachers' perspectives on and experiences of teaching reading to AA MS males at the target site were explored using Kolb's model of experiential learning. A qualitative intrinsic case study with an anonymous survey was used to collect data at the target site. Fifteen individuals who met inclusion criteria of being 6th- or 7th-grade ELA teachers at the target site were recruited using purposeful sampling. First-cycle data analysis with initial coding was followed by second-cycle analysis using axial coding. Through the process of iterative categorization, key themes emerged. Findings based on themes indicate that when teaching AA males, teachers need to develop a positive relationship, demonstrate an understanding of cultural responsiveness, show understanding and patience when issues or problems arise, develop agreement on clear expectations, and use relevant topics and a variety of resources. A project study was developed that led to recommendations to support ELA teachers instructing AA MS male students and to use targeted professional development to improve teachers' knowledge and skills. Adoption of the recommendations could improve teachers' knowledge, skills, and understanding, resulting in more effective reading instruction for AA males and better supports for their academic success.
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Celico, Andrea. "A Study of Resiliency in African-American Middle School Boys." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1229540936.

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McGowan-Robinson, Laura J. "African American Parental Engagement in a Public Middle School| Contributing Factors." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155685.

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<p> Parental engagement with schools is often considered one of the major contributing factors to a child&rsquo;s success in school. There is not, however, a definition of parental engagement that takes into account the social, historical, and cultural factors that shape a parent&rsquo;s view of their own engagement. This qualitative case study examines how African American parents in a high poverty, urban, charter middle school, come to understand practices and beliefs at their child&rsquo;s school, while building relationships with other parents and school staff. Through the lenses of critical race theory and cultural-historical activity theory, the researcher analyzes how the convergence of race, power, history, and culture frame perspectives of policy makers, those who work in schools, and parents. Through the voices of African American parents, in a socioeconomically disadvantaged school community, they define their own engagement.</p>
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King, Lewis Gloria Denise. "Teachers' Expectations and Reading Achievement of African American Middle School Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/150.

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A local and national concern in education is the persistent achievement gap between African American and Caucasian middle school students. Despite numerous reforms, the gap continues to show African American middle school students performing lower in reading. The purpose of this mixed methods study, framed in the theoretical perspective of Culturally Responsive Pedagogy, was to examine teachers' expectations and the relationship between those expectations and the educational outcomes of African American middle school children. Data were collected to identify pedagogical practices, examine teacher expectations, and determine the relationship between those expectations and student Criterion Referenced Competency Test (CRCT) scores. Nineteen middle school teachers volunteered to take the Regalla Adaptive Teachers' Expectation Survey, which quantified teachers' expectations for student achievement using items rated on a 5-point Likert scale (5 = strongly agree with high expectation statement). Pedagogy was examined through 12 classroom observations and archival data provided CRCT scores for 650 African American students. Based on survey results, the mean score for teacher expectations was 4.47 out of 5.00. Observations established that 8 out of 12 teachers were rated proficient in terms of instructional plans. Correlation analysis determined a significant and direct relationship between teachers' expectation scores and middle school students' scores on the CRCT (p < .05). The results highlight the importance of teacher expectations for student achievement. The implications for social change include using the findings at the local site to communicate to teachers the importance of having high expectations for all students to improve the achievement levels of all middle school students and close the achievement gap.
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Johnson, Ivy J. "Behavioral Impacts of Father Absence on Middle School African American Boys." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4144.

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Father absence is the experience of children who grow up in households without their biological father. The African American population experiences the highest level of father absence of all demographic groups in the United States. Research shows that father absence influences school behavior. There is a lack of literature evaluating the extent to which father absence affects children, particularly African American boys, at different stages of development. This quantitative study was used to evaluate how father absence affected school behavior of African American boys, ages 13-15, in the middle school setting, in Houston, TX. Guided by attachment theory, the research question for this study asked how father absence impacts the school behavior of African American boys between the ages of 13 and 15 from mother-only homes when compared to school behavior of African American boys from intact families. Multivariate analysis of variance was used to examine overall and types of externalizing behavior of 60 purposive sampled participants identified from the Child Behavior Checklist-Teacher Report Scale subscales. Results indicated that African American boys from father absent homes displayed an overall higher rate of externalizing behavior than same- aged peers from intact families on all 3 dependent variables (Overall, Rule-Breaking, and Aggressive Behavior). This study is an important contribution to the existing literature and enhances social change initiatives by bringing increased focus on school behavior, adolescent behavior, middle school practices, and behavior interventions. Specifically, the results of this study can be used by educational stakeholders to develop early intervention and prevention programs to address behaviors associated with the absent father experience.
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Crawford, Yashica Jariece. "Level of voice among urban and rural African-American middle-school students." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010523.

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Alexander, Candace Y. "Factors which influence low-income Afican American middle school students in mathematics." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/45.

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Factors which influence low-income African-American middle school students in Mathematics were examined in this study. Likewise, this study examined the extent to which student achievement in mathematics at the middle school level in a metropolitan Atlanta school district may be explained by certain school and teacher related variables such as instructional strategies, classroom management, teacher expectations, site-based professional learning, and teacher satisfaction with resources and how these factors might impact or cause a difference in student achievement in math as measured by the 2007 Criteria Referenced Competency Test (CRCT) scores. The research presented in this dissertation provides a starting point for developing school plans to improve mathematics instruction. The practices identified reflect a mixture of emerging strategies and practices in long-term use. This study was based on the assumption that instructional strategies, classroom management, teacher expectations, site-based professional learning, and teacher satisfaction with resources would have a significant impact in middle school students’ math achievement. It is presumed that this study would assist leaders in providing quality instruction that would benefit teachers and low income, minority children. This study is expected to further assist principals and/or leaders in providing quality leadership that will benefit middle school teachers in low-income School Wide Title I middle schools and meet the needs of their students. The significance of this study is in assistance that it can give administrators in structuring site-based professional learning and development programs along with arranging for monitoring and communication methods that will meet the needs of teachers and students. Additionally, this research will add to a body of scholarship and may cause individuals to examine and put into place, or remove certain policies and practices in middle school math classes. As a final point, this research will determine the need for additional research. The methodology employed a quantitative, quasi-experimental, ex-post facto design to review possible variables that may affect student achievement in mathematics grades six through eight. The researcher found that there was no relationship between student achievement in mathematics and the independent variables. The only significant relationship found in this study was that there was a relationship between student achievement in mathematics as measured by the CRCT and teacher preparation. Teachers with college or university based preparation had students with higher student achievement performance levels.
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Smith, Debra Elaine. "The Lived Experience of African American Parents of Middle School Boys at a Predominantly White Elite Private School." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/30.

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ABSTRACT THE LIVED EXPERIENCE OF AFRICAN AMERICAN PARENTS OF MIDDLE SCHOOL BOYS AT A PREDOMINANTLY WHITE ELITE PRIVATE SCHOOL by Debra Elaine Smith Parental involvement has been associated positively with school success across ethnic groups (Hong & Ho, 2005). Yet, some African American parents were found to be more alienated from school than were White parents (Abrams & Gibbs, 2002). One of the most consistent findings in educational research is the underachievement of African American males (Lee, 2003), and a recent report chronicled the pervasive and systematic failure of public schools to educate African American males (Schott, 2008). In the southeastern region, only 40% of African American males graduate from high school (Schott); however, in the post-Civil Rights era, advances in racial equity in education and other arenas of society have created a growing African American middle class (McKinnon, 2003). The southeast region has the largest percent of affluent African Americans (Miller, 2002), and a growing number of these upper middle class African American parents are sending their children to private schools because they are dissatisfied with the lack of rigor in the public school experience (Freedman,2004). This is a new phenomenon that warrants study. Currently, there are no empirical studies on middle class African American parents who send their children to private schools. The purpose of this study was to explore the ways 12 African American couples of middle school boys experience a predominantly White elite private school. To undertake this qualitative investigation, a phenomenological approach incorporating grounded theory was utilized. This research approach is well suited for exploratory investigation of phenomena that are not yet clearly defined within the literature (Creswell, 1998). Data were collected from the couple interviews, focus group, demographic information, and reflexive journal. Five overarching themes emerged from the analysis of the data: better opportunity/brand, parental connection, selective engagement, parental struggle, and parental marginalization. These results are informative and significant to research and practice. Ultimately, it is hoped that this study may contribute to the efforts of providing a quality education to African American male students and satisfaction to their parents in the areas of diversity and inclusion at predominantly White elite private schools.
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Books on the topic "African-American middle school"

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Black students-Middle class teachers. African American Images, 2002.

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Kunjufu, Jawanza. Black students-Middle class teachers. African American Images, 2002.

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Kunjufu, Jawanza. Black students-Middle class teachers. African American Images, 2002.

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I can fly: Teaching narratives and reading comprehension to African American and other ethnic minority students. University Press of America, 1999.

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Griffin, Gail. A study guide to Roll of thunder, hear my cry, Mildred Taylor. Holt, Rinehart and Winston, 1993.

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Bounds, Mary C. A Light Shines in Harlem: New York's First Charter School and the Movement It Led. Lawrence Hill Books, 2014.

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Ellison, James W. Akeelah and the Bee: Novel based on the Screenplay written by Doug Atchison. Newmarket Press, 2006.

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1966-, Wright Suzanne, and Phillips Collection, eds. I see you, I see myself: The young life of Jacob Lawrence. Phillips Collection, 2001.

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Silverman, Daniel A. Queen Victoria's baggage: The legacy of building dysfunctional organizations. University Press of America, 1999.

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Montgomery, Erick. Duke Ellington: A life in music. Houghton Mifflin, 2004.

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Book chapters on the topic "African-American middle school"

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Burkholder, Zoë. "The Education That Is Their Due." In An African American Dilemma. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0003.

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Chapter 2 identifies a distinct uptick in northern Black support for separate schools. The rise of scientific racism fueled anti-Black discrimination that accelerated alongside the first Great Migration and the Great Depression. Hostile whites segregated classrooms and buildings in defiance of state law as Black populations increased. At the same time, there is compelling evidence from New Jersey, New York, Ohio, Indiana, Illinois, and Michigan that Black families either passively accepted or actively requested separate classrooms and schools in order to access Black teachers. Many Black northerners believed separate schools would offer a higher quality education and more of the teaching and administrative jobs that sustained the Black middle class. Still, this position was far from universal, and many northern Black communities energetically resisted school segregation. A growing number of Black intellectuals and civil rights activists vehemently objected to any form of state-sponsored segregation and campaigned actively for school integration.
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Brown, Jeannette. "My Story." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0012.

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Jeannette Brown’s career has included accomplishments in industry, academia, and publishing. Her claim to fame is working in two different pharmaceutical firms, where she was able to contribute her skill to the research teams who produced several marketable drugs. She was also able to mentor minorities to encourage them to enter the field of chemistry, both as part of a corporate effort and as a volunteer. Jeannette Brown was born May 13, 1934, in Fordham Hospital in the Bronx, New York. She was the only child of Ada May Fox and Freddie Brown. She was born in the middle of the Depression, and times were tough. Her father worked a number of jobs in order to feed his family, including shining shoes on the street. Finally, when Jeannette was five, her father got a job as a superintendent in a building in the Washington Heights section of Manhattan. This section of Manhattan was just becoming a home for middle-class blacks moving up from Harlem. Since her father was a super, he had a basement apartment in the building. One of the tenants in the house was Dr. Arthur Logan, who became Jeannette’s doctor when she became very ill. Jeannette was in and out of the hospital many times, and she remembers asking Dr. Logan how she could become a doctor. He told her that she would have to study science. Jeannette was only five or six at the time, but that conversation impressed her and she immediately decided to become a scientist. When Jeannette started school at the age of six, she went to the neighborhood public school, which all children did at the time. The children in the school were mostly black, and some of them taunted her because she was interested in being a good student. Her father decided that the only way that she was going to get a good education was for him to try to get a job as a superintendent in a white neighborhood so that Jeannette could go to the mostly white schools.
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Thomas, Jakita O., Rachelle Minor, and O. Carlette Odemwingie. "Exploring African American Middle-School Girls' Perceptions of Themselves as Game Designers." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2005-4.ch003.

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Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. Supporting Computational Algorithmic Thinking (SCAT) is a longitudinal project that explores the development of CAT capabilities by guiding African American middle-school girls through the iterative game design cycle, resulting in a set of complex games around broad themes. This paper explores African American middle-school girls' (called SCAT Scholars) perspectives of their SCAT experience and perceptions of themselves as game designers.
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Hines, Erik M., Paul C. Harris, and Dwayne Ham. "Creating a College-going Culture for African American Males in Middle School." In Advances in Race and Ethnicity in Education. Emerald Group Publishing Limited, 2014. http://dx.doi.org/10.1108/s2051-231720140000002028.

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Brown, Jeannette E. "Chemists Who Are Leaders in Academia or Organizations." In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0008.

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Amanda Bryant-Friedrich (Fig. 4.1) is Dean of the College of Graduate Studies at the University of Toledo (Toledo). Amanda was born in Enfield, NC, a small town about fifteen miles from the North Carolina-Virginia border. Her father was a farmer and her mother was a housewife. Her father only had a sixth-grade education and did not read or write much. Her mother graduated from high school in Enfield. Her maternal grandfather was a child of a slave and her mother was one of twenty-two children from two wives. They lived on a farm owned by a man named Whitaker. As her mother’s family had been enslaved by the family that owned the farm, her last name was Whitaker. Amanda’s paternal grandfather was a businessman who owned his own farm, on the other side of town. He was also involved in the illegal production of moonshine. Amanda went to Unburden Elementary School in Enfield. Her first experience with school was dramatic, because she lived at the end of a dirt road and was really isolated from other families. The first day she went to kindergarten she saw all those little kids, and she was afraid because there were too many people there. But the daughter of her mother’s best friend was there and invited her to come in to the classroom. Her first science class was in general science in fourth or fifth grade. She was so fascinated, she changed her mind about her future career of secretary or teacher and decided on science. Amanda went to Enfield Middle school in Halifax County, then the second poorest county in the state. The school had only basic infrastructure for science classes. She remembers her middle school chemistry teacher, Ms. Crowley, who told the students to put a mercury thermometer in a cork and Amanda accidently stuck it in her hand. They did not have much in the school, but her teacher taught her what she could.
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"A Quantitative Examination of Oppositional Identity among African American and Latino Middle-School Students." In Minority Status, Oppositional Culture, & Schooling. Routledge, 2008. http://dx.doi.org/10.4324/9780203931967-32.

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Hutson, Kristy M. "Missing Faces." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7057-9.ch011.

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In this chapter, the researcher discusses a study from the United States in which the subjective nature of criteria used for advanced course selection by middle school administrators and core content teachers is evaluated. The use of arbitrary factors by educators in decisions related to moving students into advanced courses disproportionately excludes African American students and other marginalized student groups from upper level course-taking opportunities when compared to Caucasian students. The unequal access for African American students to enter advanced courses limits the operational citizenship of these students and increases opportunity gaps, attainment gaps, and achievement gaps within public education systems. In order to narrow the distance between Caucasian students' opportunities and achievement and those of African American students, middle school educators must commit to eliminating the use of subjective criteria in all course placement decisions.
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Cwikla, Julie. "Mathematics, Computational Thinking, and Coding for Middle and High School African American Girls in the Deep South." In Mathematical Outreach. World Scientific, 2019. http://dx.doi.org/10.1142/9789811210617_0008.

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Acholonu, Ugochi, Jessa Dickinson, Dominic Amato, and Nichole Pinkard. "Minecraft Server Project." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2005-4.ch010.

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Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on computational concepts. This chapter introduces the Digital Youth Network Minecraft Server Project, which aims to reduce the barriers to for non-expert adults to be able to provide informal, computing-related learning opportunities to diverse youth. Using Minecraft, an online multiplayer game, the authors investigate a blended approach to mentorship that diversifies who can lead informal computing opportunities. This study examines learner-mentor interactions in a Synchronous Blended Learning Environment (SBLE) focused on engaging African American and Latina middle school girls in computer science. The chapter concludes with design recommendations for SBLEs to better support the needs of mentors facilitating computing opportunities for African American and Latina middle-school girls.
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Acholonu, Ugochi, Jessa Dickinson, Dominic Amato, and Nichole Pinkard. "Minecraft Server Project." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch042.

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Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on computational concepts. This chapter introduces the Digital Youth Network Minecraft Server Project, which aims to reduce the barriers to for non-expert adults to be able to provide informal, computing-related learning opportunities to diverse youth. Using Minecraft, an online multiplayer game, the authors investigate a blended approach to mentorship that diversifies who can lead informal computing opportunities. This study examines learner-mentor interactions in a Synchronous Blended Learning Environment (SBLE) focused on engaging African American and Latina middle school girls in computer science. The chapter concludes with design recommendations for SBLEs to better support the needs of mentors facilitating computing opportunities for African American and Latina middle-school girls.
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Conference papers on the topic "African-American middle school"

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Dunbar, Jerone, Diandra Prioleau, and Juan E. Gilbert. "CS Motivation for Black/African American Middle School Students." In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985753.

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Robinson, Ashley, Manuel A. Perez-Quinones, and Glenda Scales. "Understanding the attitudes of African American middle school girls toward computer science." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296507.

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Reports on the topic "African-American middle school"

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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