Differences in Perceived Sources of Academic Difficulties: Black Students in Predominantly Black and Predominantly White Colleges

1975 ◽  
Vol 44 (4) ◽  
pp. 519 ◽  
Author(s):  
J. Charles Jones ◽  
Lynn J. Harris ◽  
William E. Hauck
Keyword(s):  
Black Students ◽  
Predominantly White ◽  
Predominantly Black ◽  
Academic Difficulties

Monitoring the Mathematics Achievement of Black Students

1984 ◽  
Vol 15 (2) ◽  
pp. 154-164
Author(s):  
Lyle V. Jones ◽  
Nancy W. Burton ◽  
Ernest C. Davenport
Keyword(s):  
High School ◽  
Regression Analysis ◽  
Mathematics Achievement ◽  
Black Students ◽  
Predominantly White ◽  
White Students ◽  
Achievement Scores ◽  
National Assessment ◽  
Predominantly Black ◽  
School Differences

Findings from the National Assessment of Educational Progress for 1973 and 1978 are reviewed. They show improvement in levels of mathematics achievement for black students at ages 9 and 13, compared with a decline for white students at those ages. rn a special National Assessment of mathematics in 1975–76 for ages l3 and 17, substantial differences are found between average mathematics achievement scores of white and black youth. Based on a multiple regression analysis at age 17, more than half of the total variance in mathematics achievement scores is accounted for by regression, with school-to-school differences in background variables and individual background differences within school about equally influential. About half of the white-black mean difference is accounted for by regression and, in this accounting, school differences in background variables play a more prominent role than individual differences within school. A particularly influential predictor of mathematics achievement is the number of high school algebra and geometry courses taken. Marked differences are found between predominantly black and predominantly white high schools in the average numbers of such courses taken. The adoption of policies that reduce those differences would be expected to result in relatively higher levels of mathematics achievement for black students.

scholarly journals Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts

2019 ◽  
Vol 56 (4) ◽  
pp. 1318-1352 ◽  
Author(s):  
Seanna Leath ◽  
Channing Mathews ◽  
Asya Harrison ◽  
Tabbye Chavous
Keyword(s):  
African American ◽  
Racial Identity ◽  
School Districts ◽  
Predominantly White ◽  
Racial Discrimination ◽  
Academic Engagement ◽  
African American Adolescents ◽  
Black Girls ◽  
Predominantly Black ◽  
Public Regard

This study examined the associations among racial identity beliefs (centrality and public regard), racial discrimination, and academic engagement outcomes among 1,659 African American adolescents across two demographically distinct school districts, one predominantly Black, working class ( n = 1,100) and one predominantly White, middle class ( n = 559). Across these districts, the youths reported that race was a central aspect of their identity and demonstrated varying levels of public regard. Racial discrimination was negatively associated with academic curiosity and persistence, but this effect was moderated by gender and racial identity. Our findings demonstrate the harmful influence of discrimination on the academic engagement of African American adolescents and the protective roles of racial identity beliefs across gender and school racial contexts.

Do Police Brutality Stories Reduce 911 Calls? Reassessing an Important Criminological Finding

2020 ◽  
Vol 85 (1) ◽  
pp. 176-183 ◽  
Author(s):  
Michael Zoorob
Keyword(s):  
Predominantly White ◽  
Empirical Evidence ◽  
Event Study ◽  
Violent Crime ◽  
Regression Discontinuity ◽  
Police Brutality ◽  
Predominantly Black ◽  
Raw Data ◽  
Black Neighborhoods ◽  
White Neighborhoods

This comment reassesses the prominent claim from Desmond, Papachristos, and Kirk (2016) (DPK) that 911 calls plummeted—and homicides surged—because of a police brutality story in Milwaukee (the Jude story). The results in DPK depend on a substantial outlier 47 weeks after the Jude story, the final week of data. Identical analyses without the outlier final week show that the Jude story had no statistically significant effect on either total 911 calls or violent crime 911 calls. Modeling choices that do not extrapolate from data many weeks after the Jude story—including an event study and “regression discontinuity in time”—also find no evidence that calls declined, a consistent result across predominantly black neighborhoods, predominantly white neighborhoods, and citywide. Finally, plotting the raw data demonstrates stable 911 calls in the weeks around the Jude story. Overall, the existing empirical evidence does not support the theory that publishing brutality stories decreases crime reporting and increases murders.

scholarly journals Outreach librarian to black students : A de facto role

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Katrina Spencer
Keyword(s):  
College Students ◽  
Black Students ◽  
Predominantly White ◽  
Personal Experience ◽  
Educational Experiences ◽  
Predominantly White Institutions ◽  
Black College ◽  
Black College Students ◽  
White Institutions ◽  
Additional Labor

While some predominantly white institutions can offer unique and laudable educational experiences to Black college students, they can also lack resources that provide these same students with a culturally affirming milieu. Black faculty and staff can organize their time, energy and resources to offer culturally enriching experiences for Black students. However, this additional labor is not systematically seen, cataloged or recognized as a core or essential duty. The author describes some effective forms of outreach from her personal experience and simultaneously asks whose job it is to meet the cultural needs of this population.

Black Achievers’ Experiences with Racial Spotlighting and Ignoring in a Predominantly White High School

2012 ◽  
Vol 114 (10) ◽  
pp. 1-46
Author(s):  
Dorinda J. Carter Andrews
Keyword(s):  
High School ◽  
African Americans ◽  
Black Students ◽  
Predominantly White ◽  
School Success ◽  
School Context ◽  
Racial Microaggressions ◽  
Theory Approach ◽  
High Achieving ◽  
White High School

Background/Context Despite a history of racial oppression and degradation in U.S. schools, African Americans have responded to racism and discrimination in ways that promote educational attainment and school success. Many Black adolescents have been empowered to succeed academically partly because of their awareness of racist practices in education and society. This empowerment to succeed in the face of racism is also seen as resiliency. A growing body of research suggests that despite experiencing racism in schools, many African Americans possess an achievement ethos that demands a commitment to excellence; despite experiencing racism as a stressor, these students develop resilient strategies for resisting racism in the school context. Purpose/Objective/Focus of Study The purpose of this study was to understand the adaptive behaviors that high-achieving Black students employed in a predominantly White high school to maintain school success and a positive racial self-definition. The focus of this article is to examine how these students describe, understand, and respond to experiencing racial microaggressions in classroom, social, and extracurricular domains within their school. Research Design The article includes data from a yearlong qualitative investigation of high-achieving Black students in a predominantly White high school. The author analyzed interview data, participant observations, and field notes and used a grounded theory approach to analyzing the data to arrive at an understanding of how students perceived experiences with racial microaggressions in their school. Findings/Results Findings indicate that students experienced racial microaggressions in the form of sometimes being spotlighted because of their race (i.e., racial spotlighting) and sometimes being ignored because of their race (i.e., racial ignoring). Students managed these experiences by utilizing a variety of resilient strategies that represent varying degrees of resistance. The use of these behavioral strategies demonstrates their resilience not only to racism but also to a school climate in which racism acts as a structural barrier to potentially constrain or impede achievement. These strategies allow students to effectively navigate within and across classroom and nonclassroom domains despite experiencing racial discrimination and to acquire and maintain school success without rejecting their racial identity. Conclusions/Recommendations The article concludes with implications for teacher education and creating culturally inclusive school and classroom environments. The article challenges educators to critically examine the relationships between race, racism, Whiteness, and teaching and learning. Specifically, recommendations are offered for preservice teacher preparation and in-service teacher professional development.

Sign in / Sign up

Export Citation Format

Share Document