Academic literature on the topic 'African American middle school teachers'
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Journal articles on the topic "African American middle school teachers"
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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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Flint, Tori K., Peter Sheppard, and Nii A. Tackie. "“How You Like Me Now?”: Exploring Teacher Perceptions of Urban Middle Schoolers’ Mathematical Abilities and Identities." Education and Urban Society 51, no. 8 (2018): 1029–50. http://dx.doi.org/10.1177/0013124518785017.
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HEAT, an instructional program emphasizing a nontraditional hands-on approach to algebraic instruction for urban, predominantly African American middle schoolers, provides a space to explore teachers’ beliefs about urban students’ mathematical abilities and motivation and addresses how teacher perceptions can intersect with instruction, learning, and the construction of students’ mathematical identities. Using a multiple case study design, we analyzed six urban middle school mathematics teachers’ written reflections and interview responses. Findings suggest that teachers’ instructional behaviors, along with their perceptions and expectations of urban, African American middle schoolers’ mathematical abilities and motivation, interact with students’ beliefs and work habits in ways that can promote and support students’ positive mathematical identity construction. Thus, HEAT personified thriving learning subcultures and supportive mathematical communities of practice that are far too atypical in urban middle schools.
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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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Cappella, Elise, Diane L. Hughes, and Meghan P. McCormick. "The Hidden Role of Teachers: Child and Classroom Predictors of Change in Interracial Friendships." Journal of Early Adolescence 37, no. 8 (2016): 1093–124. http://dx.doi.org/10.1177/0272431616648454.
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Children in late elementary and middle school tend to form friendships with same-race peers. Yet, given the potential benefits of cross-race friendships, it is important to understand the individual and contextual factors that increase the likelihood of cross-race friendship over time. Guided by contact hypothesis and systems theory, we examine the student and classroom predictors of change in same-race friendships over 1 school year using a sample of 553 African American and European American students in 53 classrooms. Results suggest that same-race friendships increase over time, with greater increases among European American and older children. Youth externalizing behavior predicted a greater increase in same-race friendships; classroom support predicted less of an increase in same-race friendships from fall to spring. Lastly, African American students in classrooms with greater differential teacher treatment were more likely to engage in cross-race friendships over time. Findings are discussed in light of psychological and educational theories and prior research.
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Knapp, Megan B., Megan T. Hall, Adrienne R. Mundorf, Kerrie L. Partridge, and Carolyn C. Johnson. "Perceptions of School-Based Kitchen Garden Programs in Low-Income, African American Communities." Health Promotion Practice 20, no. 5 (2018): 667–74. http://dx.doi.org/10.1177/1524839918782157.
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Introduction. While school-based kitchen garden programs are shown to improve fruit and vegetable consumption and knowledge among children, there has been little research on participant perceptions of these programs, specifically among minority populations that are disproportionately affected by and at high risk for overweight and obesity. This qualitative study examined the perceptions of and values associated with participation in school-based kitchen garden programs implemented through Edible Schoolyard New Orleans in low-income, predominantly African American schools in New Orleans, Louisiana. Method. Qualitative data were collected through semistructured focus group discussions with key stakeholder groups at schools offering Edible Schoolyard New Orleans. Results. A total of 10 focus groups were conducted across 4 middle schools with students ( n = 27), parents ( n = 17), and teachers ( n = 17). Four primary themes emerged during data analysis: development of life skills, food and health, family and community, and experiential and participatory learning. Conclusions. To strengthen the sustainability and potential impact of school-based kitchen garden programs, future intervention strategies should place specific emphasis on the themes that emerged from this study. School-based kitchen garden programs may be a promising strategy to positively influence the individual, social, and physical environmental factors that contribute to overweight and obesity in low-income, African American communities.
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Westbrooks, Lisa Marie. "Texts, white lies and a videotape: white teachers teaching African American literature." Journal for Multicultural Education 14, no. 3/4 (2020): 239–53. http://dx.doi.org/10.1108/jme-02-2020-0013.
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Purpose The purpose of this paper is to share my personal memories and emotions of my experience as an African American, a Woman of Color, teacher-peer, teacher-researcher, student and a colonized standard American English speaker, situated in English classrooms as white teachers teach African American literature from a white gaze. I concur with previous researchers on this topic, but from a fresh perspective that traditional educational spaces support racial-socio and linguistic hierarchies by avoiding authentic racial, social and cultural ways of knowing, thus allowing reproduction and perpetuating academic and social inequities targeted toward multilingual learners. Furthermore, I suggest that teachers must acquaint themselves with communities of color to become affective and effective to specifically facilitate multilingual classrooms. Design/methodology/approach This is an autoethnographic inquiry. It examines instances of culturally inexperienced white teachers teaching African American literature to middle school and high school multilingual learners. In adjacent, I share my personal memories and emotions of my experience as an African American, a woman of color, teacher-peer, teacher-researcher, student and a colonized standard American English speaker, situated in English classrooms as white teachers teach African American literature from a white gaze. Findings Undoubtedly, the white gaze influences marginalized persons. It does not merely attack who we be. It counter forms (e.g. influences) the views and ideas of the world around us. Gonzales (2015), shares in her autoethnography how educational practices are unjustly resistant to diversity. The racial-socio hierarchy uses every means necessary to deprive ethnicity (language, practices and beliefs). I did not verbally resist discrimination. Subsequently, some people of color may be guilty of having a slave gaze. I am very cautious and reluctant to use the term slave gaze. Nevertheless, I describe this as the opposite of having a white gaze. Slave gaze is someone who is colonized, dominated, submissive and feels unequal to whites and describes persons of color who have been conditioned to believe that whites are privileged and there is not much that we can do about it. I think this one way that Gonzales’ (2015); definition of double colonization can be extended, the racial-socio hierarchy in education forces marginalized persons to “redefine their identities within the dictates of yet another racial ideology” (p. 50). Undoubtedly, in re-identifying self-inflicts a counter-response to developing a substandard identity. Yet, I am certainly not the only person of color that is wary of challenging whiteness. Dismantling the master’s house will take more time. As white supremacist’s perceptions are embedded deep in the heart of education. Banishing false linguistic, cultural and racial ideologies equate to a mere few bricks of the master’s house. However, with non-traditional methods (e.g. getting to know the community in which the students live), renewed hearts and minds educators (together as a human race) can deconstruct and rebuild an education system fit for all learners. Originality/value This piece is an autoethnography of my experiences as a teacher teaching in multilingual classrooms. These are my original experiences and opinions.
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Fuller, Bruce, and Annelie Strath. "The Child-Care and Preschool Workforce: Demographics, Earnings, and Unequal Distribution." Educational Evaluation and Policy Analysis 23, no. 1 (2001): 37–55. http://dx.doi.org/10.3102/01623737023001037.
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America's early education sector remains so radically decentralized—a far flung archipelago of pre-schools, family child-care homes, and subsidized individuals providing services-that basic information on local organizations and staff members remains scarce. This, despite rising policy interest in, and skyrocketing appropriations for, preschool programs which are aimed at boosting children's school readiness. Working from a social ecology framework, this study aimed to learn more about local populations of early education organizations. This paper uses 1990 household census data aggregated to the zip-code level to report on features of the early education workforce nationwide. Teachers and other staff in preschools and center-based programs reported low wages, averaging about $7,300 per year ($10,700 in 2000 dollars), with most working less than full time. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median worker in family child-care homes earned even less and only had a high school diploma. About 15% of all preschool teachers in urban areas were African-American; about 8% were Latina. Twice as many preschool and center teachers per 1,000 young children resided in affluent zip codes, relative to poor and lower middle-class areas. Preschools and centers located in blue-collar and middle-income zip codes displayed the lowest level of organizational formalization, compared to those operating in poor or affluent areas. We discuss the utility of 2000 census data to assess inequalities in the supply and quality of early education organizations and their staff, and modeling how economic and policy forces may shape organizational variability.
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Hudley, Cynthia A. "Teacher Practices and Student Motivation in a Middle School Program for African American Males." Urban Education 32, no. 2 (1997): 304–19. http://dx.doi.org/10.1177/0042085997032002007.
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Ronnick, Michele. "In Search of Helen Maria Chesnutt (1880-1969), Black Latinist." New England Classical Journal 48, no. 1 (2021): 110–21. http://dx.doi.org/10.52284/necj/48.1/article/ronnick.
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Classical scholars have begun to delineate the dynamic pattern of black classicism. This new subfield of the classical tradition involves the analysis of the creative response to classical antiquity by artists as well as the history of the professional training in classics of scholars, teachers and students in high schools, colleges and universities. To the first group belongs Helen Maria Chesnutt (1880-1969). Born in Fayetteville, NC, Chesnutt was the second daughter of acclaimed African American novelist, Charles W. Chesnutt (1858-1932). She earned her B.A. from Smith College in 1902 and her M.A. in Latin from Columbia University in 1925. She was a member of the American Philological Association and the Classical Association of the Middle West and South. Her life was spent teaching Latin at Central High School in Cleveland, OH. This is the first full scale account of her career.
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Wren, Douglas G. "Promoting Privilege." Murmurations: Emergence, Equity and Education 3, no. 1 (2021): 1. http://dx.doi.org/10.31946/meee.v3i1.35.
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Point of view: I am a cisgender, White male in my sixties. I retired recently after working with children in a professional capacity since the mid-1970s. My first career involved organizing and managing youth sports programs for public recreation departments. I began my second career as an elementary school teacher in the privileged white neighborhood where I grew up near Atlanta, Georgia. There were no African American students at any of the public schools I attended. By the time I took a position in the central office after teaching for 14 years, Black students comprised 77% of the county’s 98,000 students (Anderson & Smith-Hunt, 2005). I spent my last six years in the classroom teaching fifth graders and serving as the school’s gifted liaison teacher. In the latter role, I administered tests to students to determine if they were eligible for the “gifted” label. At that time, I also taught an assessment course to teachers who were seeking a gifted add-on endorsement to their teaching certificates. I recently retired from a large school district in a different state after working as an educational measurement and assessment specialist for 12 years. Value: Numerous educational policies and procedures in the United States benefit children from privileged families over their traditionally underserved counterparts, which include students of color and low-income students. This piece describes a public school district’s inequitable practices related to its program for gifted students, practices that are not uncommon in many American school districts. “Education is one of the best ways to address systemic inequities, but education systems in the US seem to be increasingly subject to criticism that they are unable to change and promote equity” (Cheville, 2018, p. 1). Despite their inherent resistance to change, educational agencies must be made aware of discriminatory policies and procedures. Stakeholders must then hold policy makers and educational leaders to account. As James hanged until it is faced” (1962, p. 38). Summary: Gifted education programs in public schools comprise mainly middle-class and upper-middle-class students of European and Asian descent. Students from low socioeconomic groups, African American students, Latinx students, and Indigenous American students continue to be underrepresented in gifted programs, despite the fact that this inequity was brought to light many years ago (Ford, 1998). Given our nation’s long history of overt and covert racism, it is not surprising that the manner by which students are identified for gifted services is systemically entrenched and at the heart of the problem. Most states have mandates or provide guidance to local school districts regarding identification criteria; however, very few of the measurement instruments and methods used to evaluate of children for gifted services are effective at facilitating equal representation of all groups in gifted education programs. This piece examines one school district’s guidelines used to identify students for gifted services, including admittance to its prestigious school for gifted children. Because the guidelines are typical of practices employed by many other school districts, the information contained herein is generalizable to a larger audience.
Dissertations / Theses on the topic "African American middle school teachers"
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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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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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Best, Bonnie Marie. "Teachers' Perceptions of African American Middle School Girls' Interest in Mathematics and Science." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2471.
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Research into African American female underrepresentation in science, technology, engineering, and mathematics (STEM) fields has become an area of interest due to the fact that a majority of African American middle school females do not possess the high levels of mathematics and science knowledge because of social and cultural barriers both inside and outside school that challenge their academic success. The purpose of this qualitative interpretative phenomenological study was to explore teachers' shared, lived experiences of teaching mathematics and science to African American middle school girls. Delgado and Stefancic's critical race theory, Pratt-Clarke's critical race feminism, and Baker-Miller's relational-cultural theory were used to guide this study. Research questions focused on the perceptions and experiences of teachers' lived experiences teaching mathematics and science to African American middle school females. Criterion, purposive, and maximum variation sampling techniques were used to recruit 10 teachers who have 3 or more years' experience teaching African American middle school girls. Semistructured face-to-face interviews were the primary data collection source. First cycle and second cycle coding methods were used to support the analysis of this study. Findings suggest that there is a connection between a positive student-teacher relationship and academic success. The results of this study contribute to positive social change by providing empirical evidence policymakers and teachers can use to improve the mathematics and science instruction and practices that are needed to meet the needs of African American middle school females and reduce the underrepresentation and underachievement of African American females in mathematics and science.
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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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Wiley, Kim L. "No Child Left Behind and teacher morale among African-American teachers in low-performing middle schools." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-07152008-115710.
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Ray, Patricia. "Defining Defiance| African-American Middle School Students? Perspective on the Impact of Teachers? Disciplinary Referrals." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3723083.
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<p> The purpose of this study is to understand how African-American males enrolled in middle school in Los Angeles County experienced and understood the application of the California educational code regarding discipline. Disproportionate numbers of African-American students are being suspended and expelled from public schools. This overreliance on exclusionary punishment has led to the School-to-Prison Pipeline, and the statistics related to suspension rates from school mirror that of the criminal justice system. This study captures the voices of students who are consistently referred to the office by classroom teachers in order to understand how they perceive and articulate their experiences with the school disciplinary process and how those experiences impact their academic and personal lives. Findings indicate that participants want to do well in school. The participants described many of the behaviors that triggered an office referral as trivial, such as being tardy to class, talking, or not doing their work. When their infractions were more serious, students stated that they acted out because the teacher had been disrespected or antagonized them. More than anything, participants want teachers to listen to them and to respect them, and they want to be active participants in their learning. </p>
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Boyd, Frederick Douglas Sr. "Non-Verbal Behaviors of Effective Teachers of At-Risk African-American Male Middle School Students." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27396.
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Students in school districts throughout the United States are administered standardized tests in an effort to assess achievement. These annual "academic rites of passage" serve as measures of accountability to the citizenry of every locality served. Many at-risk African-American males score in the lower two quartiles on these tests. Remediation efforts have not significantly raised the achievement of these students. However, there are teachers who are effective with these students. They use both verbal and non-verbal behaviors that facilitate learning. This study was designed to answer the question: What non-verbal behaviors are used by effective teachers of at-risk African-American male middle school students?
Data were collected via teacher observations using the Non-verbal Behavior Teacher Observation Form, an instrument developed to record nonverbal behaviors of teachers. The instrument consists of thirteen behaviors that cover seven non-verbal domains. Four teachers were observed three times each for thirty minutes and two teachers were observed one time. The researcher selected a different at-risk male student each observation resulting in a total of fourteen teacher observations and their interactions with fourteen at-risk male students.
Descriptive statistics were used to identify most frequently and least frequently used non-verbal behaviors. When effective teachers in this study interacted with the at-risk African-American male middle school students, they frequently were in close proximity, changed their voice inflections, established eye contact, invaded students' territories (were within two feet), and gestured to students.
The results of this study may be used as a vehicle or catalyst for the implementation of a school or district-wide training program for teachers of at-risk African-American male students. These results may also be used for teacher preparation programs at the college or university level.<br>Ed. D.
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Scott, William Randolph. "Teachers' responsiveness to the learning needs of a select group of African American middle school students." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024377.
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Williams, Twyla Jeanette. "Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1093.
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Harden, Roderick Wayne Sr. "Black Male - White Teacher| The Voices of African American Males in a Suburban Middle School." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155658.
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<p> Because African American males are being educated in suburban environments where they are not performing as well as their White peers, this study sought to understand how these males make meaning of being educated with primarily White teachers in suburbia and to understand how they perceive their teachers' efficacy and expectations. (Abstract shortened by ProQuest.)</p>
Books on the topic "African American middle school teachers"
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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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Ellison, James W. Akeelah and the Bee: Novel based on the Screenplay written by Doug Atchison. Newmarket Press, 2006.
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Black students in interracial schools: A guide for students, teachers, and parents. Garrett Park Press, 1994.
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H, Jones Alan, ed. Seeking effective schools for African American children: Strategies for teachers and school managers. Caddo Gap Press, 1993.
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The woods afire: The memories of a Georgia teacher before and after desegregation. Regent Press, 1996.
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Implementing the American history curriculum in public middle schools: Perceptions of teachers of general enrollment courses. National Center for History in the Schools, 1994.
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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.
Find full textBook chapters on the topic "African American middle school teachers"
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Fultz, Michael. "“As Is the Teacher, So Is the School”: Future Directions in the Historiography of African American Teachers." In Rethinking the History of American Education. Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230610460_4.
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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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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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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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Brown, Candy Gunther. "Ethics." In Debating Yoga and Mindfulness in Public Schools. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0015.
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Chapter 14 advances an ethical argument that respect for cultural and religious diversity and informed consent require transparency and voluntarism. Many school yoga and meditation programs borrow from Asian religious traditions, as interpreted by middle-to-upper-class European Americans, and then target low-income African Americans and Latinos. Such programs risk dual racialization and cultural stereotyping of Asian Hindus and Buddhists as well as American people of color; positive orientalist stereotypes imagine Asians as wiser and more spiritual, while negative stereotypes encourage racial disciplining of black and brown boys to manage classroom behavior. Differentials in wealth and power can also produce hegemony, where interests of one group pass for interests of society. Programs risk cultural appropriation and cultural imperialism by extracting and potentially distorting cultural resources from one socially and politically less-privileged group of cultural ‘others,’ and imposing those resources on still-less-privileged ‘others,’ for the primary benefit of the socially dominant group. School programs sometimes disclose religious roots but are rarely transparent about ongoing religious associations. Informed consent implies that participation is voluntary. Yet coercion is inherent in classroom yoga and meditation, even if opting out is permitted, because teacher authority and peer pressure exert indirect pressure to conform to social expectations.
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Jones, Cornel. "Teachers' Perceptions of African American Principals' Leadership in Urban Schools." In Leadership Challenges in Creating inclusive School Environments. Routledge, 2002. http://dx.doi.org/10.4324/9781410608413-2.
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Burkholder, Zoë. "A Powerful Weapon." In An African American Dilemma. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0004.
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Chapter 3 highlights a resurgence of northern Black support for school integration alongside the expanding civil rights movement. The outbreak of World War II created economic opportunities that drew Black migrants North in a second wave and sparked more militant civil rights activism. NAACP leaders persuaded northern Black communities to reject school segregation. By citing anti-discrimination legislation and organizing petitions and boycotts, these activists won the formal desegregation of public schools in the North between 1940 and 1954. A potent combination of civil rights activism, the decline of scientific racism, and the emergence of the Cold War pushed school integration to the forefront of national politics. Following the Brown decision, northern Blacks demanded school integration. The process was contentious, especially when districts closed Black schools and fired Black teachers. By 1965, many Black northerners expressed frustration with school integration and what they viewed as its failure to improve the quality of education for Black youth.
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Burkholder, Zoë. "Caste Abolished." In An African American Dilemma. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0002.
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Chapter 1 examines the earliest debates over school integration in Boston, Rochester, Cincinnati, Jamaica (New York), and a number of smaller towns. It argues that Black northerners viewed integrated public schools as essential to abolishing slavery, establishing Black citizenship, and eliminating racial prejudice. For abolitionists and Black leaders, the symbolic ideal of school integration took precedence over concerns about the quality of education available to Black youth. In contrast, Black families and teachers prioritized access to high-quality education and believed separate schools could better meet this goal. The ensuing debates between Black integrationists and separatists were intimately tied to the abolitionist movement, Civil War, Reconstruction, and the rise of Jim Crow. By the turn of the twentieth century, Black northerners had won the right to attend public school on an equal and integrated basis, yet they struggled against a rising tide of bigotry and residential segregation.
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Burkholder, Zoë. "An Armageddon of Righteousness." In An African American Dilemma. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0006.
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Chapter 5 documents a new and transformative vision of school integration that blended Black nationalist ideals of self-determination with the goal of racially diverse and inclusive schools. Black educational activists maintained that for all of its challenges, integration was the single most effective way to guarantee equal school financing, qualified teachers, advanced courses, and adequate facilities for Black students. This chapter considers two districts where Black educational activists successfully fought for and won integrated schools: the suburban town of Montclair, New Jersey, and the city of Hartford, Connecticut. It also locates strong support for separatism in the form of Afrocentric public schools, which became popular again in the early 1990s. The struggle for northern school integration remains in flux and unresolved—but many Black educational activists continue to advocate for schools that are racially diverse and committed to nurturing and affirming Black identities in institutions with explicit restorative justice frameworks.
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Brown, Jeannette. "Next Steps." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0013.
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This book covers the stories of African American women chemists who entered the field before the civil rights era or shortly thereafter. The women in this book were swimming against the tide. They chose to enter a career in which they were among the first persons of their gender and race. There are many young American women currently active in the profession of chemistry. Young girls are still interested in becoming scientists; however, they still have to fight to make sure they receive a good education in science. This need for good education is discussed in a book titled, Swimming against the Tide: African American Girls and Science Education, by Dr. Sandra L Hanson. Dr. Hanson studied young African American girls in high school and their attitudes toward science, which has traditionally been a male profession. One of Dr. Hanson’s conclusions is that these young girls had never seen a role model, African American women chemists, either in books or in person. She also discovered that the young women were still interested in science, even though they received little encouragement from their teachers. Dr. Hanson found that the parents of the girls encouraged their interest in science, with mothers being their biggest cheerleaders. Dr. Hanson would like to see more science teachers encourage young African American girls to study science. One of the women in this book, Allene Johnson, served as a high school chemistry teacher and made a career both of mentoring science teachers and of encouraging African Americans, both male and female, to enter careers in chemistry. Most of the other women in this book also have mentored women who wanted to become chemists either in academia or in industry. What resources are available to young people if they are interested in chemistry as a career? There are many organizations that are focused on careers in chemistry. The major one is the American Chemical Society (ACS). However, one should first consider this question: What is chemistry? Chemistry is a varied profession.
Conference papers on the topic "African American middle school teachers"
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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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Antonides, Joseph, and Michael T. Battista. "Two prospective middle school teachers reinvent combinatorial formulas: permutations and arrangements." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-177.
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Lawler, Brian R., and Dorothy Y. White. "Distinctions in preservice teachers’ asset-based noticings of middle school students’ mathematical strengths." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-282.
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Cordero-Siy, Eric. "Using strip diagrams to support prospective middle school teachers’ explanations for fraction multiplication." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-249.
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Kent, Laura Brinker. "What matters to middle school mathematics teachers: results from a three-year professional development program." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-362.
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Van Der Putten, Sonja Aicha. "HOW RELATIONSHIPS IMPACT SENSE OF BELONGING IN SCHOOLS AMONGST FEMALE ADOLESCENTS FROM REFUGEE BACKGROUNDS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end019.
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Education is believed to play an essential role in creating a sense of belonging amongst adolescents from refugee backgrounds. This narrative inquiry study set out to better understand the influence that relationships formed in one Canadian school community played in the development of a sense of belonging amongst female adolescent students from refugee backgrounds. Study participants were from Middle Eastern and East African origin and had been living in Canada for two-years or less. Data were collected over a five-month period through two sets of interviews, and a series of observations. Findings indicated the students from refugee backgrounds sense of belonging in school was strengthened by strong relationships with teachers from whom they perceived a genuine sense of support and care, which resulted in higher academic achievement. The study also conveyed that students felt that their Canadian-born peers largely ignored them in class, which resulted in increased feelings of social isolation and lack of belonging. The female student experience was further influenced by additional familial obligations and responsibilities.
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Randall Spaid, M., Sumitra Himangshu, and Stuart Fleischer. "Preservice Teachers Learning Science Inquiry: eMentors Using Web 2.0 Learning Tools to Foster Student Inquiry." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3303.
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In this descriptive study, the authors examined the online interactions of 45 teams of American International Schools (AIS) middle school students conducting science fair investigations with their distance mentors. Forty-five preservice teachers in a methods of teaching science college course served as “eMentors” using Blackboard™ and the 2.0 Learning Tools (wiki and blog) as their individually assigned teams planned their projects, shared outcomes of their experiments, and analyzed their data. eMentoring, as defined for this project, is the use of “computer conferencing systems to support a mentoring relationship when a face-to-face relationship would be impractical" (O'Neill, Wagner, & Gomez, 1996, p. 39). The Near East South Asia Virtual Science Fair (NVSF) was designed to implement a science fair that encompasses hundreds of students, distance mentors, judges and teachers from eighteen American International Schools crossing geographic and geopolitical zones. Recognizing that today’s middle schoolers are growing up in a dynamic digital environment, students easily master the technologies of chat, instant messaging, blogs, and a “virtual” science fair using Internet technologies and digital tools.
Reports on the topic "African American middle school teachers"
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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.