Racial and ethnic gaps in the school performance of Latino, African American, and White students.

2014 ◽  
pp. 231-246 ◽  
Author(s):  
Beth Kurtz-Costes ◽  
Akilah D. Swinton ◽  
Olivenne D. Skinner
Keyword(s):  
African American ◽  
School Performance ◽  
White Students

Social Distance Evaluations in White and African-American Students

1995 ◽  
Vol 80 (2) ◽  
pp. 478-478 ◽  
Author(s):  
A. Lee Hoxter ◽  
David Lester
Keyword(s):  
College Students ◽  
African American ◽  
Ethnic Group ◽  
Asian Americans ◽  
White Students ◽  
Social Distance ◽  
African American Students ◽  
The Other ◽  
African American Adults ◽  
American Students

Among 241 college students, both white and African-American adults were less willing to be personal friends with people of the other ethnic group than with people of their own ethnic group. African-American students were also less willing to be friends with Asian Americans than were white students.

How Teachers and Schools Contribute to Racial Differences in the Realization of Academic Potential

2012 ◽  
Vol 114 (7) ◽  
pp. 1-27 ◽  
Author(s):  
Tina Wildhagen
Keyword(s):  
African American ◽  
High School Students ◽  
Racial Differences ◽  
Hierarchical Linear Modeling ◽  
White Students ◽  
African American Students ◽  
School Level ◽  
Racial Gap ◽  
American Students ◽  
Academic Potential

Background/Context The fulfillment of academic potential is an underdeveloped area of inquiry as it relates to explaining racial differences in academic outcomes. Examining this issue is important for addressing not only differences in the typical outcomes for African American and White students but also the severe underrepresentation of African American students among the highest achieving students. Whereas other studies have operationalized lost academic potential as unfulfilled expectations for educational attainment, this study takes a different approach, measuring whether students earn higher or lower grades than the grades predicted by earlier tests of academic skills. Students whose grades are equal to or exceed those predicted by their earlier test scores are said to have fulfilled their academic potential, whereas those whose grades are lower than predicted have not realized their potential. Purpose/Objective/Research Question/Focus of Study This study finds that African American high school students are less likely than their White peers to realize their academic potential. The analyses test several explanations for the racial gap in the realization of academic potential, focusing on the students themselves, their teachers, and their schools. Research Design This study uses hierarchical linear modeling to analyze data from the Education Longitudinal Study of 2002. Conclusions/Recommendations The results suggest that teachers perceive African American students as exerting less classroom effort than White students, which accounts for a substantial proportion of the racial gap in unrealized academic potential, even with several student characteristics held constant. At the school level, there are larger racial gaps in unrealized academic potential in segregated schools and schools with strict disciplinary climates. Strikingly, the negative effect of strict disciplinary climate exists net of students’ own receipt of disciplinary actions. That is, the negative association between strict disciplinary climate and the realization of academic potential for African American students applies to African American students regardless of whether they themselves have been in trouble at school. This study reveals that characteristics of schools that lack immediately obvious racial implications, such as a school's approach to student discipline, may be just as harmful as overtly racialized inequality within and between schools.

African-American Student Perceptions of Predominately White Campuses: The Importance of Institutional Characteristics Relating to Racial Climate

2003 ◽  
Vol os-20 (2) ◽  
pp. 65-76 ◽  
Author(s):  
Brenda T. King ◽  
Thomas E. Ford
Keyword(s):  
African American ◽  
Student Perceptions ◽  
White Students ◽  
African American Students ◽  
African American Student ◽  
Institutional Characteristics ◽  
Racial Climate ◽  
Campus Environment ◽  
Predominately White ◽  
American Students

The Campus Climate Survey was developed to identify the institutional characteristics of predominately white colleges or universities (PWCUs) that African-American students perceive as important predictors of the quality of the campus environment. We examined whether African-American and White students differentially consider institutional characteristics relating to racial climate to evaluate the campus environment. The survey was administered to 131 African-American and 247 White high school seniors and college students. Results suggest that African-Americans were especially attuned to racial climate characteristics. Furthermore, these racial climate characteristics are uniquely important for African-American students: they mattered to them but not to Whites. Indeed, the general institutional characteristics (non-racial climate related) were more important for determining social comfort for White students.

scholarly journals Teacher Discrimination Reduces School Performance of African American Youth: Role of Gender

2018 ◽  
Vol 8 (10) ◽  
pp. 183 ◽  
Author(s):  
Shervin Assari ◽  
Cleopatra Howard Caldwell
Keyword(s):  
African American ◽  
School Performance ◽  
African American Youth ◽  
National Sample ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Significant Difference ◽  
Males And Females

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

Segregation, Desegregation, and Resegregation in Cincinnati: The Perspective of an African American Principal

2006 ◽  
Vol 16 (3) ◽  
pp. 265-291 ◽  
Author(s):  
Lionel H. Brown ◽  
Gulbahar H. Beckett ◽  
Kelvin S. Beckett
Keyword(s):  
Student Achievement ◽  
African American ◽  
White Students ◽  
African American Students ◽  
School Funding ◽  
Board Of Education ◽  
Teacher Qualifications ◽  
Black Schools ◽  
American Students ◽  
Black School

Recent research on Brown v. Board of Education has emphasized continuing disparities in the education of White and African American students. This research has used the failure of desegregation to account for persisting gaps in White and Black school funding, teacher qualifications, and student achievement. But the current focus on the failure of desegregation has overshadowed an equally significant but underreported success in the area of improving education for African American students. According to the most recent findings on student achievement, for example, the gaps between African American and White students are again narrowing, in some cases approaching zero. The present article shows that the failure of desegregation is not the only, nor is it likely to prove to be the most enduring, legacy of Brown. At the same time that desegregation was being resisted and ultimately reversed in Cincinnati, as elsewhere, Brown was inspiring an emphasis on quality education that resulted in two of the city's worst-performing Black schools’ being transformed into schools of excellence.

The salience of racial identity among African-American and white students

2003 ◽  
Vol 6 (1) ◽  
pp. 57-73 ◽  
Author(s):  
Laura West Steck ◽  
Druann Maria Heckert ◽  
D. Alex Heckert
Keyword(s):  
African American ◽  
Racial Identity ◽  
White Students

Differences in Self-Reported Intellectual and Social Gains Between African American and White College Students at Predominantly White Institutions: Implications for Student Affairs Professionals

NASPA Journal ◽  
2003 ◽  
Vol 41 (1) ◽  
Author(s):  
Lamont A. Flowers
Keyword(s):  
College Students ◽  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Racial Differences ◽  
White Students ◽  
Student Affairs Professionals ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
White College

This study examined the extent to which racial differences existed in self-reported intellectual and social gains between African American and White college students at predominantly White institutions. Taking into account the influence of an array of intervening variables, African American and White students reported significantly different intellectual and social gains in college. Implications for student affairs professionals are discussed.

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