scholarly journals A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Michaéla C Schippers ◽  
Ad W A Scheepers ◽  
Jordan B Peterson
Keyword(s):  
Achievement Gap ◽  
Ethnic Minority ◽  
Goal Setting ◽  
Minority Achievement ◽  
Minority Achievement Gap

Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap

Science ◽  
2009 ◽  
Vol 324 (5925) ◽  
pp. 400-403 ◽  
Author(s):  
G. L. Cohen ◽  
J. Garcia ◽  
V. Purdie-Vaughns ◽  
N. Apfel ◽  
P. Brzustoski
Keyword(s):  
Achievement Gap ◽  
Minority Achievement ◽  
Minority Achievement Gap

scholarly journals The Han-Minority Achievement Gap, Language, and Returns to Schools in Rural China

2015 ◽  
Vol 63 (2) ◽  
pp. 319-359 ◽  
Author(s):  
Yunfan Yang ◽  
Huan Wang ◽  
Linxiu Zhang ◽  
Sean Sylvia ◽  
Renfu Luo ◽  
...  
Keyword(s):  
Achievement Gap ◽  
Rural China ◽  
Minority Achievement ◽  
Minority Achievement Gap

scholarly journals Classroom, media and church: explainng the achievement differences in civic knowledge in bilingual school system of Estonia

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Kaire Põder ◽  
Triin Lauri
Keyword(s):  
Social Media ◽  
Achievement Gap ◽  
School System ◽  
Russian Language ◽  
Minority Achievement ◽  
School Students ◽  
Russian School ◽  
Civic Knowledge ◽  
Negative Effect ◽  
Bilingual School

AbstractThis study investigates civic and citizenship education in a unique post-Communist context–in the bilingual education system of Estonia. Estonia continues to have a bilingual school system where there are Estonian and Russian language schools in parallel. While Estonian language school students are ranked very high in international comparisons, there is a significant difference between the achievement of Estonian and Russian language school students. We claim that this minority achievement gap in the performance of civic and citizenship knowledge is in addition to family background characteristics explained by behavioral and attitudinal factors that are moderated by the school language. Behavioral and attitudinal independent variables that we consider relevant in our analysis are classroom climate, trust in various media channels, and students’ beliefs in the influence of religion. We rely on hierarchical modeling to capture the embedded data and aim to explain how the different layers (school- and student level) interact and impact civic knowledge. We show that an open classroom is beneficial to students and part of the gap can be explained by Russian school students’ lower involvement in such practices. The strength of the belief in the influence of religion, on the contrary, is hurting students, despite that the negative effect is smaller for minority students there is a higher aggregate negative effect of it and therefore it also contributes to the minority achievement gap. Media trust indicators explain the gap marginally while the high trust of social media hurts students’ civic knowledge scores–still more Russian school students trust social media more than Estonian school students.

scholarly journals Reframing the Achievement Gap: The Review and Explanation of the Inequitable Educational Practice

2018 ◽  
Vol 3 (4) ◽  
pp. 67 ◽  
Author(s):  
Huanshu Yuan
Keyword(s):  
United States ◽  
Academic Achievement ◽  
Teacher Preparation ◽  
Achievement Gap ◽  
Ethnic Minority ◽  
Minority Students ◽  
Educational Practice ◽  
The United States ◽  
Educational Quality ◽  
Teaching Beliefs

This paper examines the academic gaps within the frame of educational quality and practice, in terms of teaching beliefs, attitudes, expectations, pedagogy and interactions among students. A wide gap in the academic achievement exists in the United States, especially among ethnic minority students, which provokes the need of re-conceptualization of achievement gap and teacher preparation in a multicultural educational context. This research paper focuses on following major questions: “How can and do teaching beliefs, attitudes, expectations, and pedagogy differ depending on whether the teacher is serving minority students versus White students? What are the major contributing factors to the achievement gap within inequitable educational practice? What extends the “teaching gap” towards ethnic minority students in the United States? What could we do to improve teacher preparation aimed at narrowing the achievement gap?” The purpose of this paper is to explore the nature and history of the academic achievement gap framed by inequitable educational practices, analyze its influences on educational quality and outcomes; as well as illustrate what we can learn from previous studies to improve the current educational quality to meet the needs of minority students.

New Labour: Wars, race and education, 1997-2005

2019 ◽  
pp. 141-158
Author(s):  
Sally Tomlinson
Keyword(s):  
Welfare State ◽  
Ethnic Minority ◽  
Social Democracy ◽  
New Labour ◽  
State Funding ◽  
Minority Achievement ◽  
Policy Initiatives ◽  
Race And Education ◽  
Democratic System ◽  
The Government

The New Labour government under Prime Minister Blair came to power asserting that a modern nation valued diversity and recognised the inequalities facing minorities. The government initially claimed it could join market competion with social democracy and a reformed welfare state, claiming education as a priority. It continued the market driven legislation and central policy initiatives that had characterised Conservative rule, the academies programme initiated in 2002 eventually leading to a breakdown of a national democratic system. But it attempted to take on social and racial grievances. Thus, included setting up an inquiry into the Stephen Lawrence murder, offering Muslim schools state-funding on a par with other religions and creating an ethnic minority achievement grant. Rioting in northern towns in 2001 led to further claims that multiculturalism had failed and a commissioned report on the future of Multi-Ethnic Britain disowned. Blair supported seven wars during his tenure, the invasion of Afghanistan and Iraq helped to radicalise a small number of Muslims but led to a further scape - goating of all Muslims.

Eliminating the Achievement Gap: The 21ST Century Program

1997 ◽  
Vol 1 (6) ◽  
pp. 28-29
Author(s):  
Mary L. Hummel
Keyword(s):  
At Risk ◽  
Achievement Gap ◽  
21St Century ◽  
Support Services ◽  
At Risk Students ◽  
University Of Michigan ◽  
Minority Achievement ◽  
University Life ◽  
Minority Interests ◽  
The University

According to professor of psychology Claude Steele, practices such as support services for so-called at-risk students and the sidelining of minority interests in university life can actually undermine minority achievement. So what helps promote it? The answer for Steele and other educators at the University of Michigan is to raise expectations for all students. This is the philosophy behind the 21st Century Program.

The ethnic minority achievement grant: a critical analysis

2005 ◽  
Vol 20 (3) ◽  
pp. 283-312 ◽  
Author(s):  
Leon Tikly * ◽  
Audrey Osler ◽  
John Hill
Keyword(s):  
Ethnic Minority ◽  
Critical Analysis ◽  
Minority Achievement
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