Academic literature on the topic 'Black girl school performance'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Black girl school performance.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Black girl school performance"
1
Hamilton, Heather, Frederick C. Lunenburg, John R. Slate, and Wally Barnes. "Predicting Reading Performance by Texas Student Demographics Characteristics: A Statewide Analysis." International Journal of Social Learning (IJSL) 1, no. 3 (2021): 218–35. http://dx.doi.org/10.47134/ijsl.v1i3.31.
Full textAbstract:
Analyzed in this research study was the degree to which demographic characteristics (i.e., economic status, ethnicity/race, English Language Learner status) of Grade 3 students in Texas schools was related to their reading achievement as assessed by the State of Texas Assessment of Academic Readiness (STAAR) Reading test. Archival data from the Texas Education Agency, Public Education Information Management System, were analyzed using a causal-comparative research design. Specifically examined was each of the variables listed above for 2015-2016, 2016-2017, 2017-2018, and 2018-2019 school years separately for boys and girls, followed by comparing these variables across the four school years. Statistically significant results were present in all four school years for boys and girls. In three of the four years analyzed regarding boys' performance, being Poor, Black, or Hispanic was indicative of not meeting the Meets Grade Level standard. In three of the four years investigated regarding girls' performance, being White or Asian was indicative of meeting the Meets Grade Level standard. Implications for policy and practice, as well as recommendations for future research, are provided.
2
Esposito, Jennifer, and Erica B. Edwards. "When Black Girls Fight: Interrogating, Interrupting, and (Re)Imagining Dangerous Scripts of Femininity in Urban Classrooms." Education and Urban Society 50, no. 1 (2017): 87–107. http://dx.doi.org/10.1177/0013124517729206.
Full textAbstract:
The recent death of Amy Joyner, a promising Wilmington, Delaware, high school sophomore demonstrates very clearly the ways in which Black girls are made vulnerable in urban schools. Joyner, an honor roll student, was jumped by a group of girls in the bathroom just before classes began. The alleged cause of the fight was jealousy over a boy. Black girls are bombarded with popular culture messages defining Black femininity along narrow notions of sex appeal, maintaining romantic relationships, and having the ability to fight. Black girls are neither invited in the process of critically examining their popular representation nor supported in thinking through its impact in their own lives. This aspect of the null curriculum, coupled with Black girls’ persistent criminalization, makes schools risky places for Black girls. They are left to navigate a society which misunderstands their gender performance without the support or opportunities they need to develop authentic definitions of self, all the while being held subject to beliefs, policies, and practices which surveil and contain them. Despite the neoliberal assault urban educators face, this article argues that urban educators have an epistemic responsibility to critically examine the denigration of Black womanhood in society, incorporate critical media literacy lessons as one response, and pedagogically support Black girls in the creation of counternarratives as a matter of ethical import. Without such practices, urban schools remain complicit in the physical and civic deaths of Amy Joyner, the girls who attacked her, and all other Black girls caught in the web of risk many urban schools leave unexamined.
3
Carter, Rona, Faheemah N. Mustafaa, and Seanna Leath. "Teachers’ Expectations of Girls’ Classroom Performance and Behavior: Effects of Girls’ Race and Pubertal Timing." Journal of Early Adolescence 38, no. 7 (2017): 885–907. http://dx.doi.org/10.1177/0272431617699947.
Full textAbstract:
Experiencing an early pubertal transition has been shown to increase the risk for internalizing and externalizing outcomes among girls. It is less clear how the expectations of other individuals can be critical determinants of vulnerability for early developers. This study used an experimental design to examine whether the expectations of teachers might be influenced by girls’ pubertal timing (early, on-time, late) and race (Black, White). Elementary school teachers ( N = 220; Mage = 43 years; 91% female; 84% White) were randomly shown behavior vignettes consisting of drawings of girls in varying stages of pubertal development. They then rated each girl’s future academic/social functioning. Results demonstrated that teachers expected White and Black early developers to have more academic/social problems. Teachers also ascribed more academic/social problems to Black early developers relative to White early developers. The findings offer new insights into the synergistic linkages between pubertal timing and teachers’ expectations, with girls’ race accentuating this relationship.
4
Narchi, H. "A girl with poor school performance." European Journal of Pediatrics 159, no. 1-2 (2000): 121–22. http://dx.doi.org/10.1007/s004310050026.
Full text
5
Gumbs, Alexis Pauline. "Silence and Sound in Black Girl Utopia." Departures in Critical Qualitative Research 6, no. 3 (2017): 90–97. http://dx.doi.org/10.1525/dcqr.2017.6.3.90.
Full textAbstract:
Ladeedah is an audio novella that takes place in a Black utopic space after “the improvised revolution.” Ladeedah is a tone-deaf, rhythm-lacking Black girl in a world where everyone dances and sings at all times. What is Ladeedah's destiny as a quiet, clumsy genius in a society where movement and sound are the basis of the social structure and the definition of freedom? This excerpt from Ladeedah focuses on Ladeedah's attempts to understand the meaning of revolution from her own perspectives—at home, at school, and in her own mind and body.
6
Kalyan-Masih, Violet. "Cognitive Performance and Cognitive Style." International Journal of Behavioral Development 8, no. 1 (1985): 39–54. http://dx.doi.org/10.1177/016502548500800104.
Full textAbstract:
This is the third in a series of "India Studies". It investigated within Piaget and Witkin's theories: (1) the relationships among cognitive performance and cognitive style and predictive possibilities; and (2) performance differences by sex, school, grade, and income. The Sample consisted of 92 boys and girls of ages 12-15 years studying in private and government schools in Delhi, India; 47 children in grades 5-7, and 45 in grades 8-10; and 28, 35, and 29 children in the three income levels respectively. Assessment measures were: Liquid Conservation, Islands, Goat-Lion, Hanoi Tower, Rabbits (Piagetian); Block Design (WISC-R); Paper Cutting, and Memory Design (Stanford-Binet); and Children's Embedded Figures Test. Data were analyzed by correlational analyses, varimax and oblique factor analyses, multiple regression, and two-way ANOVA: grade (2)Xincome (3). Cognitive style correlated significantly with cognitive performance and proved to be a good predictor. Factor analysis showed a common underlying construct in spite of different theoretical formulations. Developmental differences by grade, and performance differences by income levels, sex and school type were noted. These findings supported those of earlier research and demonstrated the applicability of Piaget and Witkin's theories for a non-Western sample.
7
Hill, Dominique C. "And Who Will Revere the Black Girl." Gender & Society 35, no. 4 (2021): 546–56. http://dx.doi.org/10.1177/08912432211029394.
Full textAbstract:
While the mainstream media continues to narrowly define justice and reduce the site of its presence or absence to murder scenes and court cases, justice is often foreclosed long before someone is murdered and we must #SayHerName. To expand the project of Black mattering beyond race and physical death, this essay animates how body policing through school dress code policy sanctions racial-sexual violence and provide girls with an ultimatum: either abandon body sovereignty and self-expression, or accept the consequences of being read as a distraction, a problem. (Re)membering classic Black feminist theory and the 2013 case of Vanessa Van Dyke, this essay locates these underrecognized facets of state violence as an extension of the #SayHerName project. Through a Black girlhood studies framework, the author underscores embodiment as an essential measure of justice and reframes mattering through the importance of Black girls’ crowns.
8
Baker, Courtney R. "Framing Black Performance." Camera Obscura: Feminism, Culture, and Media Studies 35, no. 2 (2020): 37–61. http://dx.doi.org/10.1215/02705346-8359506.
Full textAbstract:
Recent African American film scholarship has called for an attention to the structures of black representation on screen. This work echoes the calls made in the 1990s by black feminist film and cultural scholars to resist the allure of reading for racial realism and to develop more appropriate critical tools and terms to acknowledge black artistic innovations. This essay takes up and reiterates that call, drawing attention to the problems of film interpretation that attend to a version of historical analysis without an understanding of form and medium. Foregrounding film as a terrain of struggle, the essay mobilizes an analysis of the 2014 film Selma to illuminate the multiple resonances of the concept representation. Focusing on the film’s representation of women and girl characters, the essay argues that cinematic play with the terms and conditions of representation comment powerfully on the limitations of cinematic and historical discourses to speak about the black femme as a political subject. Analysis of Selma exposes the key problems of reception and criticism facing contemporary African American film. The film speaks to the failure of de jure representational regimes in post–civil rights movement America and offers up the cinematic terrain as an important twenty-first-century site of African American struggle.
9
Ms. Minakshi Rabha, Dr Moyuri Sarma,. "An Investigation on Attitude Towards Learning Mathematics Among Higher Secondary School Students." Psychology and Education Journal 58, no. 2 (2021): 6393–98. http://dx.doi.org/10.17762/pae.v58i2.3165.
Full textAbstract:
While assessing mathematics performance, attitude towards mathematics and Mathematics learning are frequently cited as factors contributing to success. The present study has been conducted to investigate students’ attitude towards learning mathematics in the higher secondary schools of Assam, India. It is sought to understand the influence of Gender and School Environment (Government and Private) in the study of the subject Mathematics. ATMS (Attitude Towards Mathematics Scale), developed by Dr. S. C. Gakhar, and Dr. Rajni was used to find out the attitude of students towards learning mathematics and their achievement in mathematics both in terms of gender as well as school management pattern. Out of a population of 340 students studying at the higher secondary (10+1) level in the Balijana Block of Goalpara District, a sample of 102 students (56 boys and 46 girls) were selected through Stratified Random sampling technique. One Provincialized, one Government and two Private schools were selected based on purposive sampling technique. The achievement of the students in Mathematics at higher secondary level depends on the gender of the students. The study revealed that achievement level of the male students in Mathematics at higher secondary level is more than that of their female counterparts. The achievement of the students in Mathematics at higher secondary level depends on the school environment. The achievement level of the students in private schools is better than the Government schools. The male students show more positive attitude towards learning Mathematics than the female students. Among the eight components, in few components students of Government schools show more positive attitude than Private schools. Whereas, in some components students of Private schools show more positive attitude than students of Government schools. Therefore, attitudes towards mathematics can be developed through encouraging students and motivating them for learning through constructivism and innovations. Teachers, school environment and home environment should be conducive and shouldn’t hamper students’ mathematical performance throughout their schooling
10
Bradley, Robert H., Stephen L. Rock, Bettye M. Caldwell, Pandia T. Harris, and Holly M. Hamrick. "Home Environment and School Performance among Black Elementary School Children." Journal of Negro Education 56, no. 4 (1987): 499. http://dx.doi.org/10.2307/2295348.
Full textDissertations / Theses on the topic "Black girl school performance"
1
Riley, K. A. "Attitudes and aspirations of girls of Afro-Caribbean origin." Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.353630.
Full text
2
Evans, Tina B. "We Wear the Mask: Stories of the Black Girl Middle School Experience in Predominantly White, Elite, Independent Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/893.
Full textAbstract:
This dissertation examined the experiences of Black middle school girls who attend predominantly white, elite, independent schools in the Greater Los Angeles area. Using Critical Race Theory, Black Identity Theory, and Black Feminism Theory as a conceptual framework, this qualitative research explored the role of race, class, gender, and parental support as contributing factors to the development of participants’ racial consciousness. Utilizing timeline interviews and critical narratives to explore the lived histories of each student and parent participant, data analysis included content coding based on themes that emerged throughout the narrative examination. An analysis of the narratives of student participants revealed the absence of a Black faculty advocate, the burden of microaggressions, and the tension to define what it meant to be Black as important factors in the development of a racial consciousness. Additional findings based on data from the participants’ mothers revealed their reasons for choosing independent schools for their daughters and an emphasis on nurturing Black identity and friendships to help guide them through critical racial experiences. Findings led to important recommendations to improve the educational experiences of Black girls in predominantly white, elite independent schools. These findings also indicated a need for further study of the experiences of the Black girl middle school experience in predominantly white, elite, independent schools.
3
Addo, Felix Akwei. "What can School Administrators do to Improve the Math Performance of Black Males?" Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/76734.
Full textAbstract:
School administrators are charged with guiding, overseeing, and ensuring the successful education of all students. They use myriad techniques to this end, though not all students share in the success. For example, Black male students are more likely to underperform than are other groups of students, which places their academic and economic survival at risk (Kirsch, Braun, Yamamoto, and Sum, 2007). The focus of this study was on Black male student performance in Algebra 1.
Algebra 1 plays a pivotal role in academic success and is a leading indicator of a students likelihood of success in advanced mathematics courses (Wang and Goldschmidt, 2003). Failure to learn and understand the content in Algebra 1 results in limitations on further mathematical opportunities in the short-term, which, in turn, reduces prospects for continued education beyond secondary school.
The purpose of this study was to examine and identify specific school leadership practices that influence and improve the Algebra 1 performance of Black male students. Interviews with principals, lead math teachers, and school counselors provided qualitative data related to school-level leadership practices. Additionally, I conducted document reviews of school newsletters, parent letters, robocall messages, lesson plans, and websites. Analyses of the interviews and documents revealed six themes: (a) effective instructional leadership, (b) culture of collaboration, (c) facilitation and scheduling, (d) parental involvement, (e) intervention and remediation, and (f) resources. This study has implications and applications for the practices of school leaders, mathematics teaching and learning, and programs to support Black male students.<br>Ed. D.
4
Smith, Andrea. "The influences of parent, peer, demographic, and cultural factors on Black Canadian students' academic performance and attitudes toward school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq53754.pdf.
Full text
5
Taljaard, Christine. "Iron status, anthropometric status and cognitive performance of black African school children aged 6–11 years in the Klerksdorp area / Taljaard C." Thesis, North-West University, 2012. http://hdl.handle.net/10394/6935.
Full textAbstract:
AIM
Poor iron status and under–nutrition among children are of concern not only in South Africa but worldwide. Both independent and combined associations between poor iron status, under–nutrition and cognitive development and function have been investigated. This mini–dissertation investigated possible associations between iron status indicators, anthropometric nutritional status and cognitive performance in the Beverage Fortified with Micronutrients (BeForMi) study population (black South African children aged 6–11 years in the North–West province of South Africa).
METHODS
The study was cross–sectional and based on the BeForMi study baseline data. Primary school children (n = 414) with the highest serum transferrin receptor (STR) and zinc protoporphyrin (ZnPP) levels were included. Anthropometric z–scores - BMI–for–age (BAZ), height–for–age (HAZ), and weight–for–age (WAZ) - and iron status indicators - haemoglobin (Hb), serum ferritin (SF), STR and ZnPP - were determined. The Kaufman Assessment Battery for Children, Second edition (KABC–II) was used to generate cognitive scores.
RESULTS
Fourteen percent of children were underweight (WAZ <= 2 SDs), 12.8% stunted (HAZ <= 2 SDs) and 8.4% wasted (BAZ <= 2 SDs). Of the children, 7.1% were anaemic (Hb < 11.5 g/dL), 13% iron depleted (Hb < 11.5 g/dL and SF < 12 ug/L) and 2.7% had iron deficiency anaemia (Hb < 11.5 g/dL and SF < 12 ug/L). Low iron stores (SF < 12 ug/L) were observed in 15.7% of the children. Positive correlations were found between SF and WAZ (r = 0.1, p = 0.047), Hb and HAZ (r = 0.13, p = 0.007) and WAZ (r = 0.13, p = 0.009). Positive correlations with small effect sizes were observed between some cognitive scores and z–scores (p < 0.05, r–value range 0.10 – 0.24). Negative correlations with small effect sizes were observed for the subtests Triangles and Rover (both subtests on simultaneous processing) with Hb (p = 0.008, r = –0.13) and SF (p = 0.04, r = –0.1) respectively. Higher HAZ, WAZ and education level of the head of household were all significantly associated with the likelihood that a child would fall within the upper quartile of Hb values in our study group (p = 0.036, p = 0.032 and p = 0.036 respectively).
CONCLUSION
The results suggested that under–nutrition was positively associated with poor iron status and lower cognitive scores in this study population. Further research, investigating specific effects of poor iron status at different stages of growth and the relationship with cognitive function later in life may help explain the negative correlations observed between current iron status indicators and cognitive scores.<br>Thesis (M.Sc (Dietetics))--North-West University, Potchefstroom Campus, 2011.
6
Gilbert, Shelby G. "The relationship of immigrant status to perceptions of reading and reading literacy among young black students : a test of the cultural-ecological theory of school performance." FIU Digital Commons, 2008. https://digitalcommons.fiu.edu/etd/3937.
Full textAbstract:
This study tests Ogbu and Simons' Cultural-Ecological Theory of School Performance using data from the Progress in International Reading Literacy Study of 2001 (PIRLS), a large-scale international survey and reading assessment involving fourth grade students from 35 countries, including the United States. This theory argues that Black immigrant students outperform their non-immigrant counterparts, academically, and that achievement differences are attributed to stronger educational commitment in Black immigrant families. Four hypotheses are formulated to test this theory: Black immigrant students have (a) more receptive attitudes toward reading; (b) a more positive reading self-concept; and (c) a higher level of reading literacy. Furthermore, (d) the relationship of immigrant status to reading perceptions and literacy persists after including selected predictors. These hypotheses are tested separately for girls and boys, while also examining immigrant students' generational status (i.e., foreign-born or second-generation).
PIRLS data from a subset of Black students (N=525) in the larger U.S. sample of 3,763 are analyzed to test the hypotheses, using analysis of variance, correlation and multiple regression techniques. Findings reveal that hypotheses a and b are not confirmed (contradicting the Cultural-Ecological Theory) and c and d are partially supported (lending partial support to the theory). Specifically, immigrant and non-immigrant students did not differ in attitudes toward reading or reading self-concept; second generation immigrant boys outperformed both non-immigrant and foreign-born immigrant boys in reading literacy, but no differences were found among girls; and, while being second-generation immigrant had a relatively stronger relationship to reading literacy for boys, among girls, selected socio-cultural predictors, number of books in the home and length of U.S. residence, had relatively stronger relationship to reading self concept than did immigrant status. This study, therefore, indicates that future research employing the Cultural-Ecological Theory should: (a) take gender and generational status into account (b) identify additional socio-cultural predictors of Black children's academic perceptions and performance; and (c) continue to build on this body of evidence-based knowledge to better inform educational policy and school personnel in addressing needs of all children.
7
Avila, Alex. "THE BRONX COCKED BACK AND SMOKING MULTIFARIOUS PROSE PERFORMANCE." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/394.
Full textAbstract:
The Bronx Cocked Back And Smoking is a collection of multifarious prose performances recounting the historical, personal, social, political and cultural constructs of a city birthed by violence. This body of work is accompanied by video, audio, photography, and theatre performance texts. St. Mary’s Housing project, in the Bronx, is the foundation where most of this literary work takes place. The modern day Griot (storyteller) is a Poet, guiding his audience through the social inequalities and disparities that plague St. Mary’s community. The Poet shares personal traumatic insights while simultaneously utilizing writing as a form of survival to the conditions of the Bronx. This multi-platform performance highlights the metaphorical and physical concerns with the cycle of violence. This question is answered through the Poet’s choice by selecting the pen over the gun.
8
Tsung-JungWu and 吳宗蓉. "The Correlation among Executive Function Development, Learning State and Academic Performance: An Analysis of Girl High School Database." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2tfysz.
Full textAbstract:
碩士<br>國立成功大學<br>行為醫學研究所<br>105<br>To investigate the correlation among executive function, learning state and academic performance in girl-high-school student, a data-base study was conducted. In study 1, the self-rating executive function scores of 1414 students were analyzed for the generally development of executive function in high school students. In study 2, 577 of the 1414 students were selected to explore the correlations between executive function and learning state by regression analysis. In study 3, merely 182 students were available for the study of mediating effect of learning status between executive function development and academic achievement. The results were presented as follows: (1) The self-rating of executive function increased significantly with grade, but the effect size was small (2) The self-rating of executive function could significantly predict the learning state. (3) The executive function of emotion regulation and academic achievement was direct mediated by learning state. They indicate that emotional regulation, which is also an aspect of hot executive function, plays an important role in the learning environment of high school student to develop self-regulation. The respective impact of cold and hot executive function development on adolescent learning environment are necessary to be considered in the future.
9
LIN, MEI-NA, and 林美娜. "Effects of Novel-adapted Film Instruction on English Reading Comprehension and Character Performance for Boy and Girl Students in a Junior High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/44833837323386202821.
Full textAbstract:
碩士<br>國立高雄師範大學<br>英語學系<br>104<br>This study aimed to investigate the effects of novel-adapted film instruction (NAFI) on English reading performance of eighth graders between genders. To achieve the study purpose, 32 eighth graders from Kaohsiung Yang-ming Junior High School were recruited. The students learned English reading from the novel-adapted film instruction (NAFI) for 12 weeks. During the intervention, the students read the literature-based novels by the English writer, Charles Dickens—A Christmas Carol (2010) and Oliver Twist (2010), did the worksheets and participated in cooperative learning activities in the instruction. After the NAFI, the students were required to answer The Questionnaire on the Student Responses to the NAFI, and take The
Post-test of English Reading Comprehension. The data were collected and analyzed quantitatively and qualitatively by an independent samples t-test and descriptive analyses.
The major findings of the present study were summarized as follows:
1. There is no significant difference in the boy and girl students’ English reading comprehension before and after the NAFI. However, the mean score of the girl students in their post-test is higher than that of the boy students, indicating that the NAFI helped promote the girl students’ English reading comprehension more than the boy students.
2. There is one significant difference in the student responses to English reading before and after the NAFI. The mean scores show that the boy students had more positive responses to English school reading in the NAFI than the girl students. It shows that the boy students thought that textbooks provided them with required knowledge than the girl students. However, the
girl students held more positive attitudes towards outside reading. They thought that outside reading could increase their size of vocabulary and reading speed in addition to the cultural knowledge which was more unlikely to be learned from textbooks.
3. There are six significant differences in the boy and girl student responses to their character performance in the NAFI. The mean scores show that the girl students had more positive attitudes towards caring and acceptance for others than boy studetns and the boy students had more positive attitudes toward caring and acceptance for themselves than the girl studetns.
4. There is no significant difference in the boy and girl student responses to the selected films. However, the mean scores show that the boy students revealed more positive attitude towards the selected film, Oliver Twist, which they thought corresponded more to their English ability and they gained more by reading the novel than the girl students. However, the girl students held more positive responses to the selected film, A Christmas Carol than the boy students .
5. There is no significant difference in the boy and girl student responses to the selected novels. However, the mean scores indicate that both the boy and girl students held positive attitudes towards the selected novels. Therefore, both the boy and girl students increased interests and motivation in learning English after the NAFI.
6. The students expressed their gains in the NAFI. Students’ gains in the NAFI include the enlargement of their size of English vocabulary and the increase of their reading speed by keeping reading the novels. Furthermore, they made improvement in their character performance in the aspects of caring
and acceptance. Besides, both the boy and girl students increased their cultural knowledge about the Victorian society from the novels and films.
On the basis of study findings, teachers can incorporate novel-adapted film instruction into the curriculum and compile materials which integrate the related learning content with the students’ experiences and culture in the instruction and implement a teaching model with well-organized syllabus. According to the study findings, three suggestions for the NAFI are proposed for the future research. To begin with, the sample size of the study is recommended to be enlarged for future study. Second, the time for conducting the study can be prolonged for the future studies. Third, the selected novels and films might not meet the needs and interests of all the students. Therefore, future studies can take the students’ needs and interest in reading into consideration.
10
Khumalo, Blasius Dumisani. "An investigation into the educational performance of black high school students who lodge at private homes in the Nongoma circuit." Thesis, 1995. http://hdl.handle.net/10530/677.
Full textAbstract:
Submitted in accordance with the requirements of the degree of
MASTER OF EDUCATION in the Department of SOCIOLOGY OF EDUCATION of the
UNIVERSITY OF ZULULAND, 1995.<br>This study has investigated the relationship between lodging at private homes by some students, and their educational performance.
The researcher is of the opinion that the social environment of lodger homes creates conditions that do not help the educational efforts of the students.
The historical background in this study has identified social, economic, political as well as school factors as contributing to the history of lodging. The literature review has shown that these factors can positively or negatively affect the educational efforts of the students.
The responses to the questionnaire revealed that students at lodger homes are left to themselves. Lodger students do not enjoy parental support, care motivation and encouragement which would enhance their educational efforts.
In the light of the findings, the study recommends that the problems surrounding lodger students be tackled.
Books on the topic "Black girl school performance"
1
Aglan, Azza. 'Race', class and gender: Teachers' evaluation of the performance of black working-class pupils in a majority black secondary school in Birmingham. University of Central England in Birmingham, 1997.
Find full text
2
ill, Morrison Frank 1971, ed. March forward, girl: From young warrior to Little Rock Nine. Houghton Mifflin Harcourt, 2018.
Find full text
3
Brown, Ruth Nicole. Tiara. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037979.003.0002.
Full textAbstract:
This chapter features a scene from a play entitled Endangered Black Girls (EBG), based on the lived experiences of Black girls the author has worked with in an after-school program (not SOLHOT) and has learned about through news stories. Theorizing the process of writing and performing EBG on through to subsequent productions made possible only because of the show's original cast, this chapter illustrates how creative means of expression make it possible to fully capture the complexities of Black girlhood and that attending to the complexities of Black girlhood is necessary to affirm Black girls' daily lives. Importantly, performances of EBG generated new ideas for ways Black women and girls could be present with each other, and the play was a primary catalyst for suggesting and co-organizing Saving Our Lives Hear Our Truths (SOLHOT) as transformative collective and creative work.
4
Brown, Ruth Nicole. Bad Days. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037979.003.0005.
Full textAbstract:
This chapter foregrounds girls' stories about fighting against a critical literary backdrop of Black girlhood as recounted in June Jordan's (2000) Soldier: A Poet's Childhood, Toni Cade Bambara's (1992) “A Girl's Story,” and performance poems written by four SOLHOT homegirls. This analysis of girls' narratives about fighting and violence in their daily schooled lives validates girls' stories about fighting within a larger context of structural and interpersonal violence, describes the kind of power Jordan argues is necessary to address both adults' complicity in violence (against youth) and the systemic nature of violence, and demonstrates how and why the performance of homegirls' poetry enables girls in SOLHOT to practice freedom as Bambara instructed. In response to girls' stories, a performance of listening, courage, and interdependence as exemplified by SOLHOT homegirls is advocated as a visionary solution to the popular–policy problem so often constructed as girlfighting, mean girls, and/or bullying.
5
(Editor), Olivia V. G. Clarke. Black Girl, White School: Thriving, Surviving and No, You Can't Touch My Hair. an Anthology. LifeSlice Media, 2020.
Find full text
6
Causey, Vernon. Factors related to academic performance of black, urban, male, middle school students from one parent homes. 1993.
Find full text
7
Smith, Andrea. The influences of parent, peer, demographic, and cultural factors on black Canadian students' academic performance and attitudes toward school. 2000.
Find full text
8
Sarah, Tribuiani. 100 Days of School Kindergarten Llama Girl Boy No Prob Funny: Notebook / Journal Gift, 120 Pages, 6 X 9 Inches Black Cover, Matte Finish Cover College Ruled. Independently Published, 2020.
Find full text
9
March Forward, Girl: From Young Warrior to Little Rock Nine. Houghton Mifflin Harcourt Trade & Reference Publishers, 2020.
Find full text
10
Morrison, Frank, and Melba Pattillo Beals. March Forward, Girl: From Young Warrior to Little Rock Nine. Houghton Mifflin Harcourt Publishing Company, 2018.
Find full textBook chapters on the topic "Black girl school performance"
1
DelRosso, Jeana. "Catholicism’s Other(ed) Holy Trinity: Race, Class, and Gender in Black Catholic Girl School Narratives." In The Catholic Church and Unruly Women Writers. Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230609303_13.
Full text
2
DelRosso, Jeana. "Catholicism’s Other(Ed) Holy Trinity: Race, Class, and Gender in Black Catholic Girl School Narratives." In Writing Catholic Women. Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-137-04654-3_5.
Full text
3
Gougis, Reginald A. "The Effects of Prejudice and Stress on the Academic Performance of Black-Americans." In The School Achievement of Minority Children. Routledge, 2020. http://dx.doi.org/10.4324/9781315060187-6.
Full text
4
Fordham, Signithia. "Keyshia." In Downed By Friendly Fire. University of Minnesota Press, 2016. http://dx.doi.org/10.5749/minnesota/9780816689668.003.0006.
Full textAbstract:
The fifth chapter presents the narrative of a middle class Black girl, Keyshia, who is the former BFF of the Black girl, Nadine, whose narrative is presented in chapter three. Unlike her former friend whose Black identity is never challenged, this student sees herself as not quite “Black enough.” In response to this perception, she appears to embrace her lower class Black friend by stealing her boyfriend and opting to disengage from her usual stellar academic performance, a change so profound that everyone notices, but no one intervenes or offers support.
5
Fordham, Signithia. "Brittany." In Downed By Friendly Fire. University of Minnesota Press, 2016. http://dx.doi.org/10.5749/minnesota/9780816689668.003.0005.
Full textAbstract:
The fourth chapter chronicles how one participant, Brittany, rejected her presumed White biological identity and opted, instead, to pass for Black. Compelled to leave her Black peers in the core city and live with her father in the suburban community because her custodial parent, her mother, feared that her daughter is becoming Black, Brittany defied hegemonic normality and was consigned to a non privileged social space, not so much by her peers but by the adults at the school, as they describe her, “she talks like a Black girl.”
6
Semmes, Clovis E. "Black Chicago Pioneers in the Training of Dancers." In Roots of the Black Chicago Renaissance. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043055.003.0009.
Full textAbstract:
This chapter examines the life of pioneer dance instructor Hazel Thompson Davis in early twentieth-century Black Chicago. Contextually, diverse venues for live entertainment in the broad spectrum of American society created significant demand for a trained theatrical workforce, of which varieties of dancers were major components. By 1916, Chicago’s Hazel Thompson Davis began to meet this demand through the school she created and the performing artists she trained. A pioneer and innovator in her field, the Chicago tradition in dance instruction and performance initiated by Davis would make Chicago a powerful force in the instruction of an African American theatrical workforce nationally and internationally, in the broader cultural renaissance taking place in Black communities across the country, and in the evolution of American popular culture.
7
Naremore, James. "Three Films for Young Adults and Families." In Charles Burnett. University of California Press, 2017. http://dx.doi.org/10.1525/california/9780520285521.003.0007.
Full textAbstract:
Burnett made three television films about black history aimed chiefly at children or young adults and their families. This chapter examines all three, giving primary attention to Nightjohn, which is by far the most important. Selma, Lord Selma deals with the bloody civil rights march in Selma, Alabama, which led to the U.S. Voting Rights Act. Finding Buck McHenry concerns a youth-league baseball player who discovers that the janitor in his school was once a star in the negro baseball leagues. Nightjohn is the story of an escaped slave who returns to slavery and risks his life to secretly teach other slaves how to read and write. His student is a brave young girl named Sarny, who carries on his mission.
8
Switzer, Heather D. "“We are not enkanyakuai…. We are just girls.”." In When the Light Is Fire. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042034.003.0005.
Full textAbstract:
“Embodying Schoolgirlhood,” uses contested accounts of emuratare oo ntoyie, girls’ circumcision, and enkanyakuai, a female social category, to illustrate how schoolgirls’ “developing” adolescent bodies complicate their performance and negotiation of schoolgirlhood. The chapter illustrates a key tension: schoolgirlhood proceeds as girl-effects logic would predict by destabilizing conventional meanings and rescripting girlhood as a place of possibility for girls who go to school rather than a relatively short life stage that ends abruptly at circumcision, yet this logic cannot account for Maasai schoolgirls’ desire for community identity and belonging. Global and local assumptions about schoolgirls’ abilities to “call the shots” collide with schoolgirls’ actual capacity to do so; both miss schoolgirls’ desire to be independent and to deeply belong as “Maasai” among Maasai.
9
Brown, Jeannette. "Chemical Engineers." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0011.
Full textAbstract:
Dr. Lilia Abron is an engineer, an entrepreneur, mother, and activist who works twelve-hour days. She is another true Renaissance woman. Lilia was born at home in Memphis, Tennessee, on March 8, 1945. She was small, premature, and almost did not survive were it not for her aunt, who rushed her to the hospital in a cab because ambulances were not available to black people at the time. She was the second of four daughters of Ernest Buford Abron and Bernice Wise Abron, who were both educators. Both of her parents had attended LeMyone College. Her father entered college and played football. Because of an injury he was ineligible to serve in the military in World War II. He then worked as a Pullman porter, because his father had been a Pullman porter. After the war, when the trains were not as popular, he became a teacher in the Memphis public schools. Lilia’s mother and father were very active during the civil rights era. Lilia’s mother was from Arkansas; and she typed the briefs for Wiley Branton, defense attorney for the Little Rock Nine, the group that integrated Central High School in Little Rock, Arkansas. Because Lilia’s parents were active in Memphis society, Lilia was involved in programs that included the Girl Scouts and the church. She went to public school in Memphis, Tennessee. In 1957, the Soviet Union launched Sputnik, which led the United States to improve math and science education. The school system tracked each student’s education, even in the segregated schools. Therefore, Lilia was placed in the math and science track. This meant she participated in a science fair, which was held at Lemoyne College. In addition, she had to prepare other science projects. Her segregated schools were well equipped for science teaching. In addition to well-stocked labs, the Memphis high school that she attended offered higher-level mathematics, including algebra and introduction to calculus. She graduated from high school in Memphis and decided to go to college with the intention of studying medicine, which was the one of the few occupations available to black people at the time.
10
Webb, Paul. "Towards Unifying Logic for the Pedagoy of Mathematics in South Africa." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.116.
Full textAbstract:
South Africa’s performance in mathematics at school level is not impressive, even when measured against countries with fewer resources. As a country, it is one of the lowest performers in the world with a wide range of achievement between schools, with historically white schools achieving results much closer to the international average compared to historically-black African schools. The South African National Planning Commission has identified mathematics education as a key area of concern, particularly amongst poor children. In response, the Mapungubwe Institute for Strategic Reflection (MISTRA) initiated a research project to explore the possibility of a ‘unifying pedagogy’ that could help improve mathematics teaching across the range of schools in the country. This paper presents a summary of the ‘cumulative resonances’ of ‘sagacious’ members of the mathematics education community in South Africa and abroad. The data generated by these ‘sagacious’ sources’ in academia and governmental and non-governmental organisations were analysed thematically in order to explore the possibility of framing a unifying pedagogy of mathematics for South African conditions.
Conference papers on the topic "Black girl school performance"
1
Mokoena, Alice, and Gregory Alexander. "A REFLECTION ON GENDER ACHIEVEMENT IN SCIENCES’ RURAL SCHOOL SETTINGS OF MULTICULTURAL SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end033.
Full textAbstract:
The participation of learners in science is important to a country’s socio-economic development impediments, therefore, the argument is that the girl learner should be increasingly encouraged to perform well in STEM related subjects (STATS SA). UNESCO indicates 35% women representative in STEM as students in higher education globally, whilst less than 40% of South Africa’s scientists, engineers and technologists are women. This situation also relates to the South African education system, particularly in rural schools where girl learners are outperformed by boy learners in STEM, especially, in subjects such as Life Sciences and Physical Sciences. The purpose of this reflective paper is to ascertain the factors prohibiting excellent achievement of females in sciences in rural high schools of South Africa. The data has been gathered from numerous documents such as national and provincial analysis of result, examination and assessment directorate analysis and the district statistics in solidifying our investigation as couched by document analysis. Based on our observations and experiences of the conditions prevailing in rural high schools and less participation of female learner access in STEM, suggestions are put forth as to how their performance can be improved. The investment thereof in the body of knowledge will be to fulfil the concern not only of the country but the world at large when the number of female participants increase in STEM.