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A Comparative Study Of Academic Achievement Among African American Boys From Stepfamilies And Single Parent Families
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Book Synopsis A Comparative Study of Academic Achievement Among African American Boys from Stepfamilies and Single-parent Families by : Lisa Camille Butler
Download or read book A Comparative Study of Academic Achievement Among African American Boys from Stepfamilies and Single-parent Families written by Lisa Camille Butler and published by . This book was released on 2000 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparative Study of the Academic Achievement Between Children of Single-parent Families Versus Children of Dual-parent Families by : Janet Mae O'Rourke
Download or read book A Comparative Study of the Academic Achievement Between Children of Single-parent Families Versus Children of Dual-parent Families written by Janet Mae O'Rourke and published by . This book was released on 1992 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Correlates of Academic Achievement Among African American Boys by : Tia Renee Walton Ramsey
Download or read book Correlates of Academic Achievement Among African American Boys written by Tia Renee Walton Ramsey and published by . This book was released on 2007 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Beating the Odds by : Freeman A. Hrabowski III
Download or read book Beating the Odds written by Freeman A. Hrabowski III and published by Oxford University Press. This book was released on 1998-04-02 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today, young Black men are more likely to be killed or sent to prison than to graduate from college. Yet, despite all the obstacles, some are achieving at the highest academic and professional levels. Beating the Odds tells their remarkable stories and shows us what African American families have done to raise academically successful sons, sons who are among the top two percent of African American males in terms of SAT scores and grades. The result of extensive and innovative research, Beating the Odds goes beyond mere analysis--and beyond the relentlessly negative media images--to show us precisely how young Black men can succeed despite the roadblocks of racism, the temptations of crime and drugs, and a popular culture that values being "cool" over being educated. By interviewing parents and children from a range of economic and educational backgrounds and from both single and two-parent homes, the authors identify those constants that contribute to academic achievement and offer step-by-step guidance on six essential strategies for effective parenting: child-focused love; strong limit-setting and discipline; continually high expectations; open, consistent, and strong communication; positive racial identity and positive male identity; and full use of community resources. The proof of the effectiveness of such strategies is in the sons themselves, who speak eloquently in these pages about their struggles and successes in both the classroom and the often hostile world that surrounds it. Essential reading for parents, teachers, and school administrators, Beating the Odds offers insight, guidance, and hope for anyone concerned about the plight of young African American men and the society they live in.
Book Synopsis Black Boys II Black Men by : Dr. Cynthia D. Smith
Download or read book Black Boys II Black Men written by Dr. Cynthia D. Smith and published by AuthorHouse. This book was released on 2023-05-01 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: Much has been written about reading disparities between African American males and other student groups. The purpose of this study was to examine the relationship between the reading achievement of African American males, particularly in high school settings, and specific factors that may support this achievement. Specifically, the relationship of reading achievement to parental involvement and culturally responsive instructional practices was considered. The expected outcome was to find correlations between African American parental involvement and reading achievement. It was also expected that culturally responsive teacher instructional practices would be correlated with student reading achievement.
Book Synopsis A Comparison Study of Student Academic Performance by Male African American Students in a Traditional Public School and Male African American Students in a Single Gender Academy by : Carlos L. Walker
Download or read book A Comparison Study of Student Academic Performance by Male African American Students in a Traditional Public School and Male African American Students in a Single Gender Academy written by Carlos L. Walker and published by . This book was released on 2020 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: A quantitative, causal-comparative study between single gender and traditional mixed gender schools was conducted to examine how single gender schooling affected the academic achievement of African American males in a high-poverty urban community. This study examined the differences in TSI and EOC scores between African American males who attended a single gender male high school and a traditionally mixed gender high school serving students in the same community in Fort Worth, Texas. A two sample t-test was used to compare the STAAR and TSI scores of the two groups of African American males. Microsoft Excel was used to collect the descriptive statistical data and analysis was conducted in SPSS version 25.0 for Windows. A detailed description of the participants, the research design that was used in the study, a description of instruments that was used to analyze the data, research problem, research questions on which the study was based, and a description of data analysis methods that was used. This quantitative research compared the STAAR and TSI scores in language arts, math, and reading. The findings of study indicate the single-gender school model impacts the academic achievement of African American males in a particular community in Fort Worth, Texas. The single-gender school had 100% of the African American males in its first graduating class during the 2017-2018 school year were accepted into college.
Book Synopsis A Study of Resiliency in African-American Middle School Boys by : Andrea Celico
Download or read book A Study of Resiliency in African-American Middle School Boys written by Andrea Celico and published by . This book was released on 2008 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: While our nation claims that we provide "equal learning opportunities" for all, the Black-White achievement gap still exists. This leads to a variety of political, economic, and social ramifications for our students. With this said, seldom are studies conducted that disprove the countless theories that explain why African-American students are at-risk for academic success. As an attempt to determine environmental factors that contribute to the achievement gap between African-American and Caucasian students, it is important to gain a greater understanding of how academically successful African-American students have managed to translate their struggles and experiences of oppression into academic success (Griffin & Allen, 2006). Resiliency and risk have been studied for more than 40 years. Many African-American students succeed in school despite living in single-parent, impoverished families. Some African-American students from this background successfully emerge from high risk environments, coping and overcoming dire circumstances (Floyd, 1997). Children living in single-parent families (particularly those mother-headed) are at a greater risk for negative outcomes than those in two-headed families (Brody & Murry, 1999). In this study, the experiences of 13 academically successful sixth through eighth grade African-American boys living in single parent, impoverished homes in an urban school district in the Midwest were explored. Through demographic questionnaires and semi-structured interviews, the self-reported factors as contributing to the students' academic success were identified. Th e answers to the following research question were explored: What experiences (at home, in their peer community, and at school) do academically successful African-American middle-school boys living in single parent, impoverished homes report as contributing to their academic success? In this qualitative study, the students reported a number of factors as contributing to their academic success. Grounded theory and the constant comparison methodology were used to obtain the findings and identify domains. They included: strategies for success, future orientation, motivating factors, homework, access to resources at home and in the community, and relationship with mother. In formation from this study can be used to help educators analyze and examine current educational practices that are in place and re-think ways to meet the emotional and environmental needs of the students they serve.
Book Synopsis A Comparative Study of Academic Performance of Students of Single Parent Households and Those of Other Family Structures at the Scarborough Junior Secondary School by : Alihea Alexander
Download or read book A Comparative Study of Academic Performance of Students of Single Parent Households and Those of Other Family Structures at the Scarborough Junior Secondary School written by Alihea Alexander and published by . This book was released on 1996 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study attempts to acertain whether there is in fact a direct relationship between family structure and academic achievement by measuring the performance of a sample of one hundred and nineteen (119) form III secondary school students from various parental households attending the Scarborough Junior Secondary School in Tobago.
Book Synopsis Comparing Academic Performance Data of Students in Single-gender Classrooms by : Daris F. Gore
Download or read book Comparing Academic Performance Data of Students in Single-gender Classrooms written by Daris F. Gore and published by . This book was released on 2019 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to determine if single-gender settings have a statistically significant effect on African-American male and/or African-American female academic achievement on English assessment from sixth through eighth grade. Social science statistics were used to determine if a statistically significant difference occurred in the performance of African-American males and/or female students in single-gender classrooms compared to African-American male and female students in coed classrooms. A two-way analysis of variance (ANOVA) was conducted to assess if differences exist on a dependent variable (student achievement) by independent variables (instructional setting and gender). A statistically significant difference occurred among girls during sixth through eighth grade (girls in coed environments had higher achievement scores), among males in sixth and seventh grades (males in coed environments had higher achievement scores), and among boys and girls during eighth grade (boys exhibited a higher percentage of proficiency in single-gender contexts than girls in single-gender classrooms). Results suggest that coeducational environments are more academically advantageous for African-American middle school boys and girls, especially during younger years, than single-gender environments. Mean achievement scores increased among single-gender classrooms, according to gender and alongside year length or student age. This suggests that single-gender classrooms may be more academically advantageous as students age; however, this study suggests additional research to verify the credibility of this suggestion since this study focused primarily on assessing statistical significance, of which none was found in regard to single-gender classrooms being more academically advantageous than coed classrooms.
Book Synopsis A Comparative Study of Parental Involvement and Its Effect on African-American Male and Overall Student Achievement at Single Gender and Coeducational Middle Schools by : Michael W. Nellums
Download or read book A Comparative Study of Parental Involvement and Its Effect on African-American Male and Overall Student Achievement at Single Gender and Coeducational Middle Schools written by Michael W. Nellums and published by . This book was released on 2011 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Parental Involvement Impact and the Academic Success of African American Fourth Grade Males by : Dana Madison
Download or read book Parental Involvement Impact and the Academic Success of African American Fourth Grade Males written by Dana Madison and published by . This book was released on 2017 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this causal comparative study was to examine if there was a statistically significant difference in the academic achievement of African American 4th grade males who had strong parental involvement and those who had little to no parental involvement. The data for this causal comparative study was obtained through the benchmark and developmental assessment reading scores as well as the results of the Parent Success Indicator Survey. This survey was designed to measure how the parents viewed their involvement in their child’s education. The research questions were (1) Is there a statistically significant difference between the academic success of the African American 4th grade male that has strong parental involvement and the African American 4th grade male that has little to no parental involvement according to their Development Reading Assessment(DRA) scores and (2) Is there a statistically significant difference between the academic success of the African American 4th grade male that has strong parental involvement and the African American 4th grade male that has little to no parental involvement according to their Benchmark(BM) scores. Two independent sample t-tests and the Mann-Whitney U test were used to assess the research questions. The findings revealed that there is a statistically significant difference in academic achievement between participants who have strong parental involvement and those who have little to no parental involvement.
Book Synopsis Bridging the Achievement Gap by : Hugh J. Harmon
Download or read book Bridging the Achievement Gap written by Hugh J. Harmon and published by Lulu.com. This book was released on 2010-01-04 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American males are failing out of high school, retained in the elementary grades, and funneled to special education programs at far greater levels than their peers are. An educated black young man has almost become an oxymoron in America's urban enclaves, and the U.S. education system seems to be ill equipped to finger the cause of this tragedy in educational outcomes. This is behind the backdrop of measured peaks of progress in income level, home ownership and forays into the realm above the proverbial glass ceiling of corporate America for many African Americans. Why does this achievement gap persist despite the achievements in other areas? Why is it still only a few who somehow manage to beat the odds?
Book Synopsis New Visions of Collective Achievement by : Darrell Cleveland Hucks
Download or read book New Visions of Collective Achievement written by Darrell Cleveland Hucks and published by Springer. This book was released on 2014-11-26 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males takes you on a journey into the lives of three families of African American males, each with an elementary aged boy. Bear witness to each boy’s observations and insights on his current schooling experiences, also hear what older males in his family have to say regarding their schooling experiences. Employing qualitative methodology to include their frequently unheard voices in educational research, this book endeavors to move toward correcting this oversight. New Visions of Collective Achievement graciously offers each of us, as stakeholders, a most precious gift: a theoretical and practical framework to effect real, meaningful, and long-lasting change if we are courageous enough to take heed. “This refreshingly clear and focused book presents a comprehensive discussion on the schooling experiences of African American males across generations. This invaluable resource should be required reading for all educators who work with this population to show the value of education in the African American community.” – Chance W. Lewis, Ph.D. Carol Grotnes Belk Distinguished Professor of Urban Education, UNC Charlotte “New Visions of Collective Achievement provides educators with an important insight into the ways Black males experience their education across time. Through groundbreaking research presented in the voices of three generations of Black males, this book commands attention and calls for multiple stakeholders in our schools and communities to work together to cultivate and advance the social and academic well-being of Black males.” – Yolanda Sealey-Ruiz, Ph.D. Assistant Professor of English Education, Teachers College, Columbia University “New Visions encapsulates the spirit of African American males who are separated by generations, yet bound by a collective struggle against social injustice and a desire for success. Dr. Hucks invokes a reverence for historical oppression, an awareness of present day opportunities and barriers, and a visionary path for future generations of Black men.” – Ivory A. Toldson, Ph.D. Editor-in-Chief, The Journal of Negro Education; Associate Professor, Counseling Psychology Program, Howard University
Book Synopsis Family Support Factors in African American Families that Promote Academic Achievement for Male Middle-school Students by : Osie Leon Wood
Download or read book Family Support Factors in African American Families that Promote Academic Achievement for Male Middle-school Students written by Osie Leon Wood and published by . This book was released on 2012 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most consistently reported challenges in the education literature is the underachievement of African American males at all levels of the education pipeline - from elementary and secondary schools through to postsecondary education. African American boys are falling behind and they are falling behind early. This research focuses on resources within the home environment that are available to support the educational achievement of African American boys. There are a number of mechanisms through which parental involvement in the home and at school may promote academic success that are being examined: parental involvement in school activities, expectations that parents share with their sons and for which they hold them accountable, and parental trust and support for both their sons and their sons' schools. This research sampled families of African American boys in the eighth grade attending Middle Schools in the North Long Beach area of Southern California. It employed a mixed methods approach in using both questionnaires and surveys for collecting data. Thirty two parents were selected at random and completed questionnaires about attitudes and behaviors related to the home environment that impact their sons' educations. An additional group of randomly selected parents were personally interviewed to gain more in-depth responses. The sample was then divided into two groups according to the STAR Math scores attained by eighth grade boys in the families responding. This measure was used as an indicator of academic success because the STAR test score determines the Math class level for children in the local school district - with those scoring above 325 advancing to Geometry and those scoring below 325 taking lower level classes. The results of the questionnaires and interviews indicate an overall relationship in both groups showing trust and high expectations as being very important in fostering academic success in African American boys in the eighth grade. The consistency of positive home structural factors contributed to the academic success of boys in the families studied in spite of negative factors such as economic deprivation, parental unemployment, previous parental incarceration and lack of transportation.
Book Synopsis Academic Success Despite the Odds by : Leslie Morrison Gutman
Download or read book Academic Success Despite the Odds written by Leslie Morrison Gutman and published by . This book was released on 1998 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Academic Self-concept, Racial/ethnic Identity, School Satisfaction and Achievement in African American Boys by : Brenda Pitts Haynes
Download or read book Academic Self-concept, Racial/ethnic Identity, School Satisfaction and Achievement in African American Boys written by Brenda Pitts Haynes and published by . This book was released on 2005 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Family Life and School Achievement by : Reginald M. Clark
Download or read book Family Life and School Achievement written by Reginald M. Clark and published by University of Chicago Press. This book was released on 1983 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Working mothers, broken homes, poverty, racial or ethnic background, poorly educated parents—these are the usual reasons given for the academic problems of poor urban children. Reginald M. Clark contends, however, that such structural characteristics of families neither predict nor explain the wide variation in academic achievement among children. He emphasizes instead the total family life, stating that the most important indicators of academic potential are embedded in family culture. To support his contentions, Clark offers ten intimate portraits of Black families in Chicago. Visiting the homes of poor one- and two-parent families of high and low achievers, Clark made detailed observations on the quality of home life, noting how family habits and interactions affect school success and what characteristics of family life provide children with "school survival skills," a complex of behaviors, attitudes, and knowledge that are the essential elements in academic success. Clark's conclusions lead to exciting implications for educational policy. If school achievement is not dependent on family structure or income, parents can learn to inculcate school survival skills in their children. Clark offers specific suggestions and strategies for use by teachers, parents, school administrators, and social service policy makers, but his work will also find an audience in urban anthropology, family studies, and Black studies.
