The social context of school satisfaction among urban, low-income, African-American students.

1998 ◽  
Vol 13 (1) ◽  
pp. 25-44 ◽  
Author(s):  
Jean A. Baker
Keyword(s):  
African American ◽  
Social Context ◽  
Low Income ◽  
African American Students ◽  
School Satisfaction ◽  
The Social ◽  
American Students

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.

Standardized Assessment of Phonological Awareness Skills in Low-Income African American First Graders

2004 ◽  
Vol 13 (2) ◽  
pp. 182-190 ◽  
Author(s):  
Shurita Thomas-Tate ◽  
Julie Washington ◽  
Jan Edwards
Keyword(s):  
African American ◽  
Phonological Awareness ◽  
Student Performance ◽  
Low Income ◽  
African American Students ◽  
Standardized Test ◽  
First Graders ◽  
First Grade ◽  
Accurate Identification ◽  
American Students

Accurate identification of students with poor phonological awareness skills is important to providing appropriate reading instruction. This is particularly true for segments of the population, such as African American students, who have a history of reading failure. The purpose of this study was to examine the performance of a group of African American first-grade students from low-income families on a standardized test of phonological awareness. Fifty-six African American first graders were given the Test of Phonological Awareness (TOPA; J. K. Torgesen & B. R. Bryant, 1994). Mean student performance on the TOPA was significantly below expected norms and negatively skewed. However, students' mean performance on a test of basic reading skills indicated performance within normal limits. Outcomes are discussed relative to the validity and predictive power of standardized phonological assessment instruments, in this case, the TOPA, for use with African American students and the possible influence of dialect on performance.

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