Peer Networks of African American Students in Independent Schools: Affirming Academic Success and Racial Identity

1997 ◽  
Vol 66 (1) ◽  
pp. 56 ◽  
Author(s):  
Amanda Datnow ◽  
Robert Cooper
Keyword(s):  
African American ◽  
Academic Success ◽  
Racial Identity ◽  
African American Students ◽  
Independent Schools ◽  
Peer Networks ◽  
American Students

Building a Racial Identity

2021 ◽  
pp. 58-77
Author(s):  
Eunjung Chang
Keyword(s):  
African American ◽  
Racial Identity ◽  
African American Students ◽  
Learning Experience ◽  
Learning Experiences ◽  
Cultural Groups ◽  
Personal Meanings ◽  
Works Of Art ◽  
American Students ◽  
Museum Exhibitions

This chapter examines African American college students' learning experiences at the Florence County Museum. Looking at several works of art, how do African American students construct their learning experiences in a course-required tour? What personal meanings do they take away from the experience? African American students are voluntarily engaged or only occupied in the works that are related to or connected to their racial roots. They also interpret the works of art from their racial points of view. Therefore, their racial identity as an African American is a key part of understanding their learning experience from the museum. It is important for African Americans not only to see themselves in museum exhibitions but also be able to develop their racial identity and imagine their future through art. It creates equal opportunities for all students from different social, racial, and cultural groups to function effectively in a diverse demographic society.

The School Counselor's Role in Addressing the Advanced Placement Equity and Excellence Gap for African American Students

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700
Author(s):  
Pamela Davis ◽  
Michael P. Davis ◽  
Jerry A. Mobley
Keyword(s):  
African American ◽  
Academic Success ◽  
Advanced Placement ◽  
Peer Relationships ◽  
African American Students ◽  
School Counselor ◽  
Individual Counseling ◽  
National Examination ◽  
American Students ◽  
Excellence Gap

This study describes the collaboration among a school counselor, a school counselor intern, an Advanced Placement Psychology teacher, and a counselor educator to improve African American access to Advanced Placement (AP) coursework and increase success on the AP Psychology national examination. The team initiated a process that recruited African American students into AP Psychology and supported them through group and individual counseling to create an achievement-minded cohort that emphasized peer relationships and academic success.

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.

A Potential Avenue for Academic Success: Hope Predicts an Achievement-Oriented Psychosocial Profile in African American Adolescents

2018 ◽  
Vol 44 (6) ◽  
pp. 532-561 ◽  
Author(s):  
Dante D. Dixson ◽  
David Stevens
Keyword(s):  
African American ◽  
Academic Success ◽  
African American Students ◽  
Academic Motivation ◽  
Self Regulation ◽  
African American Adolescents ◽  
Self Concept ◽  
Psychosocial Variables ◽  
Psychosocial Profile ◽  
American Students

In a sample of 117 African American students, we examined how well hope predicts five psychosocial variables—school belonging, academic self-concept, goal valuation, attitude toward teachers, and academic motivation/self-regulation—that altogether make up an achievement-oriented psychosocial profile. Results indicated that, after controlling for demographics and previous achievement, the subscales of hope accounted for a meaningful portion of all five psychosocial variables, ranging from 17.2% to 29.9%. The agency subscale of hope was a significant predictor of all five psychosocial variables, while pathways was only a significant predictor of goal valuation and academic self-concept. Given that several quick and effective universal hope interventions have been developed, these results suggest that hope may be a promising avenue to improve the achievement-related outcomes of African American students as well as aid in mitigating the achievement gap.

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