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

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

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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2

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

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This article is about 8 African American middle school boys who have experienced success in mathematics. Working within a phenomenological methodological framework, the researcher investigated the limitations these students encounter and the compensating factors they experience. Critical race theory was the theoretical framework for this study; counter-storytelling was utilized to capture the boys' experiences, which is in stark contrast to the dominant literature concerning African American males and mathematics. Five themes emerged from the data: (a) early educational experiences, (b) recognition of abilities and how it was achieved, (c) support systems, (d) positive mathematical and academic identity, and (e) alternative identities.

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

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The persistent inequalities in urban public education in the U. S. that have left far too many Black and Hispanic male students behind with respect to academic skill development, high school graduation, and college success have led Catholic groups to provide alternative secondary school models to advance the academic and career success of urban students. One of these initiatives is the NativityMiguel model school, the first of which opened in New York City in 1971. The present study examines the lived experience, with respect to benefits of this education on the subsequent academic and career successes, of male graduates of two of these schools, one for African American, or Black, students and one for Mexican American students in different parts of the country. Analyses of interviews with 37 graduates showed that they benefitted from the schools’ approach to academic skill development and the building of resilience, leadership, and a commitment to service in the context of a community that continued to support the development of resilience after middle school graduation. Differences in aspects of the two programs are examined along with the implications for making use of the schools’ initiatives on a larger scale.

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Leath, Seanna, Channing Mathews, Asya Harrison, and Tabbye Chavous. "Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts." American Educational Research Journal 56, no. 4 (2019): 1318–52. http://dx.doi.org/10.3102/0002831218816955.

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This study examined the associations among racial identity beliefs (centrality and public regard), racial discrimination, and academic engagement outcomes among 1,659 African American adolescents across two demographically distinct school districts, one predominantly Black, working class ( n = 1,100) and one predominantly White, middle class ( n = 559). Across these districts, the youths reported that race was a central aspect of their identity and demonstrated varying levels of public regard. Racial discrimination was negatively associated with academic curiosity and persistence, but this effect was moderated by gender and racial identity. Our findings demonstrate the harmful influence of discrimination on the academic engagement of African American adolescents and the protective roles of racial identity beliefs across gender and school racial contexts.

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Brown, Christia Spears. "Sexualized gender stereotypes predict girls’ academic self-efficacy and motivation across middle school." International Journal of Behavioral Development 43, no. 6 (2019): 523–29. http://dx.doi.org/10.1177/0165025419862361.

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Sexualized gender stereotypes (SGS) include the belief that girls should singularly prioritize their sexualized attractiveness for the attention and approval of boys. By elementary school, boys and girls perceive girls’ sexualized attractiveness to be incompatible with intelligence and competence. In the current 2-year study, we examined whether girls’ higher SGS endorsement in seventh grade predicted a diminished mastery goal orientation and lower perceptions of academic ability in eighth grade and whether this was moderated by gender typicality and self-monitoring. Cross-lagged panel analyses tested whether earlier academic attitudes better predicted later SGS endorsement than the inverse. The study included 77 girls in the final sample from four public middle schools ( MageT1 = 12.4, SD = .57). The sample was ethnically diverse (45% identified as White, 21% as Latinx, 19% as Black/African American, and 14% as multiracial). Girls’ greater endorsement of SGS in the seventh grade predicted lower academic self-efficacy later, controlling for age, academic ability, and earlier levels of academic attitudes. Highlighting a likely feedback loop, earlier academic self-efficacy equally predicted later SGS endorsement. For highly gender-typical girls, greater SGS endorsement also predicted lower mastery goal orientation over time.

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

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

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7

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

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8

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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9

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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10

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

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

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Peralta, Miguel, Duarte Henriques-Neto, Joana Bordado, Nuno Loureiro, Susana Diz, and Adilson Marques. "Active Commuting to School and Physical Activity Levels among 11 to 16 Year-Old Adolescents from 63 Low- and Middle-Income Countries." International Journal of Environmental Research and Public Health 17, no. 4 (2020): 1276. http://dx.doi.org/10.3390/ijerph17041276.

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Background: Global physical activity levels are low. Active commuting to school is a low-cost and sustainable behaviour that promotes adolescents’ physical activity levels. Despite its importance, data on low- and middle-income countries is scarce. This study aimed to assess the relationship between active commuting to school and physical activity (PA) levels among 11–16 years-old adolescents from 63 low- and middle-income countries and six world regions. Methods: Data were from the GSHS database. Participants were 187,934 adolescents (89,550 boys), aged 11–16 years-old, from 63 low- and middle-income countries. Active commuting to school and PA were self-reported as the number of days adolescents walked or cycled to school and engaged in physical activity for at least 60 min in the past 7 days. Results: Boys and girls who actively commuted to school presented higher prevalence of attaining the PA recommendations, but only for the 13–14 (boys: 16.6% versus 22.0%; girls: 9.8% versus 14.6%) and 15–16 (boys: 16.3% versus 21.6%; girls: 8.0% versus 14.0%) year-old age groups. Only for Oceania, Central Asian, Middle Eastern, and North African girls and Sub-Saharan African boys no difference was found in the prevalence of attaining the PA recommendations between those who actively commuted to school and those who did not. Boys who actively commuted to school were 42% (95% CI: 1.37, 1.46) more likely to achieve the PA recommendations, while girls were 66% (95% CI: 1.59, 1.73) more likely to achieve the PA recommendations. Conclusions: Active commuting to school is associated with the adolescents’ physical activity levels. However, it may have a lesser influence in helping younger adolescents attaining physical activity recommendations. Public health authorities should promote active commuting to school among adolescents in order to improve the PA levels and promote health.

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

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

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

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

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

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

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Daddis, Christopher, and Judith Smetana. "Middle-class African American families’ expectations for adolescents’ behavioural autonomy." International Journal of Behavioral Development 29, no. 5 (2005): 371–81. http://dx.doi.org/10.1177/01650250500167053.

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Timetables for adolescents’ behavioural autonomy were examined using a modified version of Feldman and Quatman’s (1988) teen timetable measure with 73 middle-class African American middle adolescents (M age 1 / 4 14.96 years, SD 1 / 4 1.29) and their parents (73 mothers and 44 fathers), who were followed longitudinally for 3 years. African American mothers’ and fathers’ expectations for adolescents’ behavioural autonomy did not differ, but expectations varied greatly across issues, and mothers consistently endorsed later timetables than did adolescents. Autonomy expectations each could be described in terms of two empirically derived, conceptually meaningful, and internally consistent composites pertaining to personal and prudential issues. They were earlier for personal than prudential issues and for prudential issues, for boys than for girls. Mothers’ (but not adolescents’) expectations for the desired timing of adolescents’ autonomy over personal and prudential issues predicted increased autonomy over those issues 3 years later.

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

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

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

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

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

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Craig, Holly K., Julie A. Washington, and Connie Thompson-Porter. "Performances of Young African American Children on Two Comprehension Tasks." Journal of Speech, Language, and Hearing Research 41, no. 2 (1998): 445–57. http://dx.doi.org/10.1044/jslhr.4102.445.

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This investigation examines the performances of 63 urban 4-to 7-year-old African American children from middle-income homes on two tasks designed to assess the development of comprehension skills. Performances on a task designed to elicit responses to wh-questions, and another to distinctions between active and passive sentence constructions, revealed grade effects and a positive relationship to age. The findings are discussed in terms of the appropriateness of using tasks of these types with young African American boys and girls who are dialect users.

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Busen, Nancy H., Marianne T. Marcus, and Kirk L. von Sternberg. "What African-American Middle School Youth Report About Risk-taking Behaviors." Journal of Pediatric Health Care 20, no. 6 (2006): 393–400. http://dx.doi.org/10.1016/j.pedhc.2006.03.003.

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Robinson, Ashley, Manuel A. Perez-Quinones, and Glenda Scales. "African-American Middle School Girls: Influences on Attitudes toward Computer Science." Computing in Science & Engineering 18, no. 3 (2016): 14–23. http://dx.doi.org/10.1109/mcse.2016.43.

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White-Hood, Marian. "African-American Males in Middle School: One School's Efforts at Empowerment." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 1 (1991): 4–8. http://dx.doi.org/10.1080/00098655.1991.10114147.

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

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

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

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

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

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

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

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

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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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Craig, Holly K., and Julie A. Washington. "Grade-Related Changes in the Production of African American English." Journal of Speech, Language, and Hearing Research 47, no. 2 (2004): 450–63. http://dx.doi.org/10.1044/1092-4388(2004/036).

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This investigation examined grade as a source of systematic variation in the African American English (AAE) produced by students in preschool through fifth grades. Participants were 400 typically developing African American boys and girls residing in low- or middle-income homes in an urban-fringe community or midsize central city in the metropolitan Detroit area. Between preschoolers and kindergartners, and between first through fifth graders, there were no significant differences in the amounts of dialect produced during a picture description language elicitation context. However, there was a significant downward shift in dialect production at first grade. Students who evidenced dialect shifting outper-formed their nonshifting peers on standardized tests of reading achievement and vocabulary breadth.

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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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Avilés, Robert M. Davison, and Arnold R. Spokane. "The Vocational Interests of Hispanic, African American, and White Middle School Students." Measurement and Evaluation in Counseling and Development 32, no. 3 (1999): 138–48. http://dx.doi.org/10.1080/07481756.1999.12068980.

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Weisz, Arlene N., and Beverly M. Black. "Peer Intervention in Dating Violence: Beliefs of African-American Middle School Adolescents." Journal of Ethnic And Cultural Diversity in Social Work 17, no. 2 (2008): 177–96. http://dx.doi.org/10.1080/15313200801947223.

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Smith, B. M., C. Z. Malpede, C. B. Worley, Q. P. Mitchell, and M. L. Baskin. "Fruit, Vegetable and Fat Consumption in African-American Urban Middle School Students." Journal of the American Dietetic Association 106, no. 8 (2006): A40. http://dx.doi.org/10.1016/j.jada.2006.05.268.

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

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

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

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

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

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West-Olatunji, Cirecie, Rose Pringle, Thomasenia Adams, Adriana Baratelli, Rachael Goodman, and Sophie Maxis. "How African American Middle School Girls Position Themselves as Mathematics and Science Learners." International Journal of Learning: Annual Review 14, no. 9 (2007): 219–28. http://dx.doi.org/10.18848/1447-9494/cgp/v14i09/45271.

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Pivarnik, J. M., W. C. Taylor, and S. S. Cummings. "LONGITUDINAL ASSESSMENT OF AEROBIC FITNESS VALUES IN MIDDLE SCHOOL AFRICAN-AMERICAN GIRLS 17." Medicine &amp Science in Sports &amp Exercise 28, Supplement (1996): 3. http://dx.doi.org/10.1097/00005768-199605001-00017.

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

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

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

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

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Davis, James Earl, and Will J. Jordan. "The Effects of School Context, Structure, and Experiences on African American Males in Middle and High School." Journal of Negro Education 63, no. 4 (1994): 570. http://dx.doi.org/10.2307/2967296.

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

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

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Westhoff, Wayne W., Robert J. McDermott, and Voula Harokopos. "Acquisition of High-Risk Behavior by African-American, Latino, and Caucasian Middle-School Students." Psychological Reports 79, no. 3 (1996): 787–95. http://dx.doi.org/10.2466/pr0.1996.79.3.787.

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The purpose of this study was to measure the stages of acquisition of selected high-risk health behaviors in 768 randomly selected 7th- and 8th-graders in a Florida school district. Specific high-risk health behaviors included use of alcohol, tobacco, and drugs, fighting and weapon carrying, and suicide ideation. Analysis indicated few behaviors that were significantly different when African-American and Lad-no students were compared with Caucasian students. The most weapon carrying was reported by Latinos. Fewer Caucasian students than their minority peers used inhalants. Knowledge of stages of acquisition among small diverse samples may assist school personnel to intervene during tine inculcation process with appropriate responsive programs.

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Malafronte, Natalie A., Julian A. Reed, and Ereann Kilpatrick. "Investigating Daily Physical Education on Fitnessgram PACER Laps Among African American Middle School Students." Medicine & Science in Sports & Exercise 47 (May 2015): 383–84. http://dx.doi.org/10.1249/01.mss.0000477472.77426.cc.

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Levine, Amy A. "Perceptions of Body Size in African-American and Caucasian Middle School-Aged Girls 22." Pediatric Research 41 (April 1997): 6. http://dx.doi.org/10.1203/00006450-199704001-00043.

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Kahle, Jane Butler, Judith Meece, and Kathryn Scantlebury. "Urban African-American middle school science students: Does standards-based teaching make a difference?" Journal of Research in Science Teaching 37, no. 9 (2000): 1019–41. http://dx.doi.org/10.1002/1098-2736(200011)37:9<1019::aid-tea9>3.0.co;2-j.

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