Relevant bibliographies by topics / African American students African American students African Americans African Americans Academic achievement

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  2. Dissertations / Theses
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Academic literature on the topic 'African American students African American students African Americans African Americans Academic achievement'

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Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "African American students African American students African Americans African Americans Academic achievement"

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Guiffrida, Douglas A. "How Involvement in African American Student Organizations Supports and Hinders Academic Achievement." NACADA Journal 24, no. 1-2 (March 1, 2004): 88–98. http://dx.doi.org/10.12930/0271-9517-24.1-2.88.

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The perspectives of 84 African American students attending a predominantly White institution (PWI) were qualitatively analyzed to identify the conditions under which African American student organizations were perceived as assets and liabilities to academic success. Results indicate that involvement in African American student organizations can hinder the academic achievement of students who value hierarchical leadership styles, service toward systemic change, and leadership experiences over grades. Implications for advising African American students at PWIs are provided along with suggestions for modifying Astin's (1984) theory of student involvement when applying it to African Americans at PWIs.
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Newgent, Rebecca A., Sang Min Lee, and Ashley F. Daniel. "Interracial Best Friendships: Relationship with 10th Graders’ Academic Achievement Level." Professional School Counseling 11, no. 2 (December 2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100204.

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The authors examined the relationships between interracial best friendships and 10th-grade students’ academic achievement. The analysis consisted of data from 13, 134 participants in the ELS:2002 database. The results indicated that interracial best friendships for minority students (African Americans, Latino Americans, Asian Americans, and American Indians) generally have a positive relationship with students’ academic achievement. Discussion and implications of the results are presented.
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Dixson, Dante D., Cyrell C. B. Roberson, and Frank C. Worrell. "Psychosocial Keys to African American Achievement? Examining the Relationship Between Achievement and Psychosocial Variables in High Achieving African Americans." Journal of Advanced Academics 28, no. 2 (March 31, 2017): 120–40. http://dx.doi.org/10.1177/1932202x17701734.

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Grit, growth mindset, ethnic identity, and other group orientation are four psychosocial variables that have been associated with academic achievement in adolescent populations. In a sample of 105 high achieving African American high school students (cumulative grade point average [GPA] > 3.0), we examined whether these four psychosocial variables contributed to the achievement of high achieving African Americans beyond the contribution of socioeconomic status (SES) and other demographic variables. Results indicated that the psychosocial variables were not significant predictors of academic achievement for the high achieving African American students in this sample. However, SES was a significant predictor of the academic achievement with a medium effect size. These findings suggest that interventions focused on grit, growth mindset, ethnic identity, and other group orientation may not be as effective as hypothesized.
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Banerjee, Meeta, Deborah Rivas-Drake, and Ciara Smalls-Glover. "Racial-Ethnic Socialization and Achievement: The Mediating Role of Academic Engagement." Journal of Black Psychology 43, no. 5 (January 20, 2017): 451–63. http://dx.doi.org/10.1177/0095798416687705.

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This brief report examined how racial socialization is directly and indirectly related to academic achievement for African Americans attending a predominantly White institution. We expected that students who received more racial socialization would exhibit better academic engagement and this, in turn, would help explain their academic achievement. The sample included 226 African American college students (76% female) between the ages of 18 and 22 years ( Mage = 20.05) who were recruited from the subject pool of the university’s psychology department and through general advertising across the university’s campus. Students participated by completing an online survey. Path analyses indicate that racial socialization messages about cultural pride (i.e., cultural socialization) were associated with academic achievement directly and indirectly through students’ engagement with school. However, racial socialization messages about future barriers were directly associated with academic achievement but not mediated by school engagement. Implications for studying academic engagement and racial socialization in African American college students’ academic achievement are discussed.
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Lee, Xzania White, and Michael Cunningham. "Perceived Teacher Encouragement as Buffer to Substance Use in Urban African American Adolescents: Implications for Disconnected Youth." Education and Urban Society 51, no. 1 (June 23, 2017): 144–69. http://dx.doi.org/10.1177/0013124517714848.

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The variety of experiences of African American adolescents is still misunderstood and neglected. Empirical and lay reports consistently report that drug use is rampant within African American communities despite the fact that national statistics show that African Americans engage in substance use less than their White counterparts. Thus, the current study investigates the relations between African American adolescents’ school encouragement, academic future expectations (AFE), and substance use engagement. The participants are 206 African American adolescents (females = 65.7%), mean age 15.78 ( SD = 1.18), who reside in a southern, urban city. The regression results indicated that there was an inverse, trend level relation between school encouragement and the global substance use assessment (β = −.05, p < .10; Δ R2 = .02). AFE moderated the relation between school encouragement and all of the substance use variables except alcohol. Simple slopes analyses revealed that AFE only significantly moderated the relation between school encouragement and substance use for students who reported low levels of AFE, indicating that increased school encouragement may serve as a protective factor against substance use engagement for those students who may be disconnected from academic achievement.
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Smith, Annie K., Sheila Black, and Lisa M. Hooper. "Metacognitive Knowledge, Skills, and Awareness: A Possible Solution to Enhancing Academic Achievement in African American Adolescents." Urban Education 55, no. 4 (June 19, 2017): 625–39. http://dx.doi.org/10.1177/0042085917714511.

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The resegregation of public schools in the United States continues to place African American students at an academic disadvantage with—oftentimes—limited educational resources and fewer qualified teachers. Providing African American students with skills and strategies to succeed has never been more urgent. Metacognition, often defined simply as “thinking about thinking,” is a construct and process that may explain how students can improve and control their thinking and learning. Given the educational inequality African American students often face, providing strategies—with which they have control—may help empower students to better navigate and make the best of their daily academic experiences and environment composed of limited physical and human resources. Toward this end, recent research on metacognition looks promising and may be one viable option to enhance academic achievement among students. In this article, we consider three related areas that inform African American youth educational experiences: (a) the history of the educational context which African American youth have long faced, (b) the laws that have historically and currently buttress and inform the educational landscape for African American youth, and (c) one potential solution (i.e., metacognitive knowledge, skills, and awareness) to reduce or ameliorate some of the problems outlined in the history and laws that have been implicated in the low levels of academic achievement among some African American youth. Following the review of these related literature bases, we offer recommendations on how the extant literature bases may inform directions for future research that is focused on metacognition and that is ethically and culturally responsive.
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Franklin, Mary E. "Culturally Sensitive Instructional Practices for African-American Learners with Disabilities." Exceptional Children 59, no. 2 (October 1992): 115–22. http://dx.doi.org/10.1177/001440299205900204.

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This article discusses the cultural and educational needs of African-American learners with disabilities. Six theoretical assumptions establish some basic suppositions about culturally and linguistically diverse learners and effective instructional practices. A review of the literature describes African-American cultural practices, interests, and cognitive styles; highlights the attitudes, perceptions, and instructional practices of effective teachers of African-American students; and includes patterns of teacher-student and peer-group interactions that promote high academic achievement among African-American learners. Recommendations include organizing teaching, learning, and performance in ways that are compatible with the social structure of African-American students with disabilities.
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Nasir, Na’ilah Suad, Milbrey W. McLaughlin, and Amina Jones. "What Does It Mean to Be African American? Constructions of Race and Academic Identity in an Urban Public High School." American Educational Research Journal 46, no. 1 (March 2009): 73–114. http://dx.doi.org/10.3102/0002831208323279.

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In this article, the authors explore variation in the meanings of racial identity for African American students in a predominantly African American urban high school. They view racial identity as both related to membership in a racial group and as fluid and reconstructed in the local school setting. They draw on both survey data and observational data to examine the nature of racial identity meanings for African American students, their relation to academic engagement and achievement, and how they were fostered by the school context. Findings show that students embraced (and were offered differential access to) different meanings of African American racial identity and that these meanings were differentially related to achievement and engagement.
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Prater, Loretta Pinkard. "Early Pregnancy and Academic Achievement of African-American Youth." Exceptional Children 59, no. 2 (October 1992): 141–49. http://dx.doi.org/10.1177/001440299205900207.

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Competing demands of school and home can thrust adolescent mothers into stressful situations. Meeting the requirements to achieve academically can be a challenge, especially for students previously identified as “slow learners.” These students may conclude that academic achievement is an impossibility. How can special educators and service providers help? What environmental variables affect these young mothers' learning capabilities ? This study used a case study research approach to study 10 African-American adolescent mothers who were already at risk of dropping out of school programs. Successful strategies to keep these students in school include school-based clinics, teacher training, sex education, and school-community support.
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Tillman, Linda C. "African American Parental Involvement in a Post-Brown Era: Facilitating the Academic Achievement of African American Students." Journal of School Public Relations 25, no. 2 (April 1, 2004): 161–76. http://dx.doi.org/10.3138/jspr.25.2.161.

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Dissertations / Theses on the topic "African American students African American students African Americans African Americans Academic achievement"

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Peper, Alan R. "Successful African-American college students /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421603351&sid=7&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 247-264). Also available for download via the World Wide Web; free to University of Oregon users.
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Tauheed, Linwood F. Sturgeon James I. "Towards a socio-educational index a preliminary critical institutional dynamics model of the interrelationship of complementary and limiting factors associated with African American student performance /." Diss., UMK access, 2005.

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Thesis (Ph. D.)--Dept. of Economics and Dept. of Sociology/Criminal Justice & Criminology. University of Missouri--Kansas City, 2005.
"A dissertation in economics and social science." Advisor: James I. Sturgeon. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 13, 2007. Includes bibliographical references (leaves 248-262). Online version of the print edition.
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Willingham, Bruce R. Jr. "Do African American Students Limit Their Own Academic Achievement." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397234823.

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Akoma, Efua. "African centered curriculum and teacher efficacy contributors to African American student achievement /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-06052008-092853/.

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Thesis (M.A.E.)--Georgia State University, 2007.
Title from file title page. Miles Anthony Irving, committee chair ; Jonathan Gayles, Ann Kruger , committee members. Electronic text (65 p.) : digital, PDF file. Description based on contents viewed October 26, 2007. Includes bibliographical references (p. 41-47).
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Gerken, Stacey Leigh. "An investigation of the influence of cultural differences on the academic achievement and well-being of African American students at a predominantly White university." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992796.

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Thomas, Ronald Pierson. "An Investigation of the Role Education Leaders in the Academic Achievement of African American Students." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1219260852.

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Foster, Kevin Michael. "Success on whose terms? : academic achievement and status production among Black students on a predominantly white university campus /." UMI Company copy, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008327.

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O'Brien, Kathleen. "African American students and the achievement gap what can a teacher do?/." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/O'Brien_K%20MITthesis%202007.pdf.

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Harris, Phillip D. "The Influence Mentoring Has on the Persistence of Academically Successful African American Males Who Are Juniors or Seniors at a Public, Predominantly White Institution." Connect to resource online, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198784662.

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Robinson-Bishop, Ramona E. "Leadership strategies utilized by elementary principals to increase the academic achievement of African-American students." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2526.

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Purpose . The purpose of this descriptive ex post facto study was to identify leadership strategies utilized by elementary principals to increase the academic achievement of African-American students in schools identified as Title I. Procedure . This study utilized qualitative research methods to determine the effectiveness of strategies used in schools to improve the achievement levels of African-American students in Sacramento County. Principal interviews were conducted in schools with free and reduced lunch counts of 70% or higher, enrollment of more than 33% African-Americans, and a principal who was assigned to the site for three or more years. Of the six Sacramento County elementary schools examined, three were high-achieving and three were low-achieving. Initial interviews were followed up with observations, and follow-up interviews. School and district documents were then reviewed to complete the triangulation process. Findings . The outcome of the study listed practices used in high-achieving schools and compared those practices to those used in low-achieving schools. Those commonly mentioned strategies found to be effective, as evidenced by improved test scores in low-achieving schools and implementation in high-achieving schools, were defined. The result was a comparison to determine whether the leadership practices were labeled as effective or ineffective. Evidence used to determine the effectiveness of leadership practices with African-American students included 1999 and 2002 schoolwide Academic Performance Index, 2002 Academic Performance Index scores for the African-American subgroup as compared to those of the Caucasian subgroup, and compared proficiency levels on the California Standards Test. Those practices found to be most effective in schools, whether they were low-achieving or high-achieving, were then categorized and listed. There were several common strategies found in the most effective schools. Schools that were most effective in improving achievement levels for African-American students shared some strategies, which were labeled as high impact strategies. Moderate impact strategies were shared by two of the three most effective schools, and low impact strategies were found in the most effective school solely. Additionally, it was determined that while principals felt that specialized training was necessary to truly serve the needs of the African-American student, none of them have provided such a training at their sites. Principals either felt that poverty was the true issue, or were afraid or hesitant to discuss issues related to race.
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Books on the topic "African American students African American students African Americans African Americans Academic achievement"

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Every closed eye ain't sleep: African American perspectives on the achievement gap. Lanham, Md: Rowman & Littlefield Publishers, 2011.

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A, Edwards Patricia. Change is gonna come: Transforming literacy education for African American students. New York: Teachers College Press, 2010.

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A, Edwards Patricia. Change is gonna come: Transforming literacy education for African American students. New York: Teachers College Press, 2010.

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Thompson, McMillon Gwendolyn, and Turner Jennifer D, eds. Change is gonna come: Transforming literacy education for African American students. New York: Teachers College Press, 2010.

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Racialized identities: Race and achievement among African American youth. Stanford, California: Stanford University Press, 2011.

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Up where we belong: Helping African American and Latino students rise in school and in life. San Francisco: Jossey-Bass, 2007.

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African Americans and standardized tests: The real reason for low test scores. [Sauk Village, Ill.?]: African American Images, 2009.

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Jairrels, Veda. African Americans and standardized tests: The real reason for low test scores. [Sauk Village, Ill.?]: African American Images, 2009.

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Kunjufu, Jawanza. To be popular or smart: The Black peer group. Chicago, Ill: African American Images, 1988.

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Kunjufu, Jawanza. To be popular or smart: The Black peer group. Chicago, Ill: African American Images, 1988.

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Book chapters on the topic "African American students African American students African Americans African Americans Academic achievement"

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Finigan-Carr, Nadine, and Tanya Sharpe. "Community violence, adolescent aggression, and academic achievement." In Linking Health and Education for African American Students’ Success, 57–66. 711 Third Avenue, New York, NY 10017: Routledge, 2017. http://dx.doi.org/10.1201/9781315367361-7.

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Miller, Olivia Patrice-Chante', and Regina L. Banks-Hall. "Parental Involvement in Education." In African American Suburbanization and the Consequential Loss of Identity, 116–40. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch007.

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This chapter examines the key factors of parental involvement in relation to African-American students' academic success. Researchers identified that school failure is common among low-income African-American youth in the United States. This achievement gap requires a review of areas, such as poverty and crime, family environments, parenting styles, and academic race stereotypes, that could possibly affect African-American's academic achievement. Data from the Bureau of Justice Statistics National Crime Victimization Survey revealed that opportunities exist in reducing poverty and crime in African-American communities. Additionally, factors such as school-district locations may impact African Americans' perception of education. Most low-income schools lack educational resources to support students with increased learning needs which leads to greater disparities in developmental outcomes. Using social-cognitive theory as a framework, the authors found that increased parental involvement may improve African-American students' self-efficacy for increased academic motivation.
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Jones, Patrice W. Glenn, and Warren C. Hope. "African American Students, Racism, and Academic Injustice." In Advances in Educational Marketing, Administration, and Leadership, 1–23. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch001.

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In effort to align academic achievement for all students, this chapter offers Fostering Urban Student Excellence (FUSE) as an instructional strategy to curtail not-learning and evoke academic improvement among African American students, particularly those from low socioeconomic backgrounds. In addition to introducing FUSE, this chapter outlines the achievement gap, along with the factors that impact it, and reveals the academic position imposed upon African American students by social injustices. The chapter also establishes the critical need for FUSE as a specific instructional strategy to combat the impact of racial injustice.
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Jones, Patrice W. Glenn, and Warren C. Hope. "African American Students, Racism, and Academic Injustice." In Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination, 666–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8547-4.ch031.

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In effort to align academic achievement for all students, this chapter offers Fostering Urban Student Excellence (FUSE) as an instructional strategy to curtail not-learning and evoke academic improvement among African American students, particularly those from low socioeconomic backgrounds. In addition to introducing FUSE, this chapter outlines the achievement gap, along with the factors that impact it, and reveals the academic position imposed upon African American students by social injustices. The chapter also establishes the critical need for FUSE as a specific instructional strategy to combat the impact of racial injustice.
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Smith, Andrea N. "Roll of Thunder, Hear My Cry." In Fostering Collaborations Between African American Communities and Educational Institutions, 78–111. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1181-7.ch005.

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Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.
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Flores-Mejorado, Dina, and Dianne Reed. "The Influence of Self-Determination Theory on African American Males' Motivation." In Overcoming Challenges and Creating Opportunity for African American Male Students, 72–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5990-0.ch004.

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In this chapter, the authors provide an overview of the research investigating academic resiliency and factors that impact motivation among African American males. Research identifies factors that improve academic achievement and motivation for African American males: mentoring and role modeling; encouraging positive self-identification; school, community, and church involvement; teacher expectations and instructional quality; teacher quality and preparedness; real-life applications of their experiences; and African American male teachers as role models.
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Smith, Andrea N. "Roll of Thunder, Hear My Cry." In Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination, 781–806. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8547-4.ch037.

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Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.
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Smith, Andrea N. "Roll of Thunder, Hear My Cry." In Research Anthology on Culturally Responsive Teaching and Learning, 75–99. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9026-3.ch006.

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Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.
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Herridge, Andrew S., and Montelleo DeLeon Hobley Jr. "Impact of Mentoring and Support Programs on Academic Performance of African American Males." In Overcoming Challenges and Creating Opportunity for African American Male Students, 108–19. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5990-0.ch006.

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This chapter takes an in-depth look at the impact of mentoring programs and student success programs on the academic performance and retention of African American males at institutions of higher education. A review of the literature and data on the effects of mentoring and student success programs in postsecondary education was conducted through the lens of critical race theory. U.S. Census data indicated an achievement gap in the number of African American males with a Bachelor's degree when compared to White males. To combat the achievement gap, postsecondary institutions began developing mentoring programs designed to provide an environment that is supportive of the academics needs of their students. Three common themes emerged in the literature: the need for mentoring programs, the training mentors should receive, and the need for institutions to acknowledge that more needs to be done to support African American males.
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Boston, Colette M. "Achievement, Racial Identity, and Connectedness." In Creating Caring and Supportive Educational Environments for Meaningful Learning, 183–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5748-7.ch010.

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Literature suggests African American students' racial identity impacts their feelings of belongingness to the school community as well as academic achievement. Researchers, however, have argued that racial identity impairs or promotes student achievement. This study examined the effects of the individual components of racial identity (centrality, regard, and ideology) and sense of belonging on the academic achievement of 105 African American high school students. Quantitative analysis revealed centrality as the sole predictor of sense of belonging for males and a positive relationship between sense of belonging and centrality and private regard in females. These findings support the significance of positive student-teacher relationships as well as the importance of schools cultivating a culture of acceptance of all students.
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