Coolness and admiration diverge in early adolescence among African American students in low-income urban schools.

2020 ◽  
Author(s):  
Travis M. Wilson ◽  
Jun Zhao
Keyword(s):  
African American ◽  
Urban Schools ◽  
Early Adolescence ◽  
Low Income ◽  
African American Students ◽  
American Students

The Discipline Gatekeeper: Assistant Principals’ Experiences With Managing School Discipline in Urban Middle Schools

2020 ◽  
pp. 004208592090891
Author(s):  
John A. Williams ◽  
Chance Lewis ◽  
Tehia Starker Glass ◽  
Bettie R. Butler ◽  
Jae Hoon Lim
Keyword(s):  
African American ◽  
Middle Schools ◽  
Urban Schools ◽  
Assistant Principals ◽  
African American Students ◽  
School Discipline ◽  
Theoretical Framework ◽  
Critical Race ◽  
Urban Middle Schools ◽  
American Students

School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle schools to ascertain how they addressed issues of race amid applying school discipline interventions for African American students. The findings are analyzed and discussed through a critical race theoretical framework.

Early Positive Predictors of Later Reading Comprehension for African American Students

2003 ◽  
Vol 34 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Holly K. Craig ◽  
Carol M. Connor ◽  
Julie A. Washington
Keyword(s):  
African American ◽  
Reading Comprehension ◽  
Low Income ◽  
Oral Language ◽  
Cognitive Skills ◽  
African American Students ◽  
Shape Matching ◽  
First Grade ◽  
American Students ◽  
American Children

Purpose: This investigation examined the performance of 50 African American children on a reading comprehension test. Method: Longitudinal data were compared for two groups of students who were preschoolers or kindergartners at Time 1 and elementary-grade students at Time 2. Outcomes were examined for positive predictive relationships based on their oral language and cognitive skills as preschoolers and kindergartners at Time 1. The Time 1 preschoolers were all from low-income homes, whereas the Time 1 kindergartners were all from middle-income homes. All students were urban dwellers and speakers of African American English. Results: Two measures predicted later reading comprehension levels for the Time 1 preschoolers: use of complex syntax and shape matching. The Time 1 preschoolers and kindergartners showed no significant differences in reading comprehension at the end of first grade, but the preschoolers were significantly ahead of the kindergartners in reading by third grade. Clinical Implications: The potential of preschools that emphasize early language and literacy for improving the reading outcomes of African American students is discussed.

Parental Involvement in Education

2019 ◽  
pp. 116-140
Author(s):  
Olivia Patrice-Chante' Miller ◽  
Regina L. Banks-Hall
Keyword(s):  
African American ◽  
Academic Success ◽  
Parental Involvement ◽  
Parenting Styles ◽  
Low Income ◽  
African American Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
American Students ◽  
Crime Family

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.

Demystifying the Stigma of Transient African American Housing Dwellers

2022 ◽  
pp. 170-180
Author(s):  
Wilbert C. Baker ◽  
Jennifer T. Butcher
Keyword(s):  
Student Achievement ◽  
African American ◽  
Low Income ◽  
African American Students ◽  
Educational Needs ◽  
Educational Support ◽  
Increase Student Achievement ◽  
Mobile Students ◽  
Highly Mobile Students ◽  
American Students

African American transient housing dwellers are the studied population in this chapter. A noted section addresses transient students, also referred to as highly mobile students, which are a group that can benefit from additional educational support at school and also in the community. As communities of people are drawn together in faith and love, churches are distinctively positioned to fill in the gap for kids and their communities. By entering into a supportive partnership with a school, they can make the kind of difference that transforms a community. According to Fulgham, every school in low-income communities has a plethora of needs, and churches likely feel compelled to meet each of them. Fulgham went on to encourage churches to prioritize their support for programs and activities that help increase student achievement. This chapter provides findings from interviews conducted with adult transient housing dwellers and suggests methods to reach transient African American students during challenging times, specifically addressing their educational needs.

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