Strengthening the African American Educational Pipeline: Informing Research, Policy, and Practice (review)

2009 ◽  
Vol 33 (1) ◽  
pp. 119-121
Author(s):  
T. Elon Dancy II ◽  
M. Christopher Brown II
Keyword(s):  
African American ◽  
Research Policy ◽  
Policy And Practice ◽  
Educational Pipeline

African American Fathers: A Decade Review of the Literature

1997 ◽  
Vol 78 (4) ◽  
pp. 340-351 ◽  
Author(s):  
Donna L. Cochran
Keyword(s):  
African American ◽  
Research Policy ◽  
Computer Search ◽  
Review Of The Literature ◽  
African American Fathers ◽  
Policy And Practice ◽  
Parental Experience ◽  
The Past ◽  
Made In

Research on African American fathers has changed dramatically during the past decade. The author seeks to understand the parental experience of African American fathers as they are portrayed in the literature. A computer search was conducted to identify articles on African American fathers published between 1986 and 1996. The author discusses theories used in research on African American fathers as well as limitations and gaps in the literature. Although significant changes have been made in the literature on African American fathers, more comprehensive research on the parenting experiences of these men is needed. Implications for research, policy, and practice are provided.

Researching Race in Mathematics Education

2009 ◽  
Vol 111 (2) ◽  
pp. 295-338 ◽  
Author(s):  
Danny Bernard Martin
Keyword(s):  
Education Research ◽  
African American ◽  
Mathematics Education ◽  
Critical Theory ◽  
Research Policy ◽  
Mathematics Learning ◽  
Mathematics Education Research ◽  
Future Research ◽  
Policy And Practice ◽  
Differential Outcomes

Background Within mathematics education research, policy, and practice, race remains undertheorized in relation to mathematics learning and participation. Although race is characterized in the sociological and critical theory literatures as socially and politically constructed with structural expressions, most studies of differential outcomes in mathematics education begin and end their analyses of race with static racial categories and group labels used for the sole purpose of disaggregating data. This inadequate framing is, itself, reflective of a racialization process that continues to legitimize the social devaluing and stigmatization of many students of color. I draw from my own research with African American adults and adolescents, as well as recent research on the mathematical experiences of African American students conducted by other scholars. I also draw from the sociological and critical theory literatures to examine the ways that race and racism are conceptualized in the larger social context and in ways that are informative for mathematics education researchers, policy makers, and practitioners. Purpose To review and critically analyze how the construct of race has been conceptualized in mathematics education research, policy, and practice. Research Design Narrative synthesis. Conclusion Future research and policy efforts in mathematics education should examine racialized inequalities by considering the socially constructed nature of race.

No Safe Havens: Protective Parenting Strategies for African American Youth Living in Violent Communities

2016 ◽  
Vol 31 (3) ◽  
pp. 523-536 ◽  
Author(s):  
Dexter Voisin ◽  
Kathryn Berringer ◽  
Lois Takahashi ◽  
Sean Burr ◽  
Jessica Kuhnen
Keyword(s):  
African American ◽  
Community Violence ◽  
Research Policy ◽  
African American Youth ◽  
Exposure To Violence ◽  
Physical And Mental Health ◽  
Policy And Practice ◽  
Protective Parenting ◽  
Parental Figures ◽  
Parental Strategies

Africans American youth experience disproportionately high rates of exposure to community violence. Such exposures are associated with a myriad of physical and mental health challenges. However, few qualitative studies have examined the ways in which parental figures have attempted to manage youth exposure to violence. This study recruited 4 focus groups composed of the parents of African American youth (n = 54). Participants reported that (a) there were no safe places immune from community violence, (b) there were no populations or subgroups protected from community violence, and (c) strategies to manage exposure to violence were often defined by the gender of the child. Although common protective parental strategies included mixed benefits, they ranged from “sheltering” (keeping children off the streets), “chauffeuring” (transporting or accompanying children to and from places), “removal” (enrolling children in schools outside of the neighborhood), and attempting “to rebuild the village.” However, several of these strategies had constraints including money, time, and child maturation. Based on these findings, we offer research, policy, and practice implications in response to community violence exposure among this population.

Playful learning in context: Research, policy, and practice

2010 ◽  
Author(s):  
T'Pring R. Westbrook ◽  
James A. Griffin ◽  
Kathryn Hirsh-Pasek ◽  
Angeline Lillard ◽  
Marilou Hyson ◽  
...  
Keyword(s):  
Research Policy ◽  
Policy And Practice ◽  
Learning In Context
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