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The Effect Of Acting White Parental Support Racial Identity And Academic Competence On African American Students Academic Achievement
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Book Synopsis The Effect of "acting White," Parental Support, Racial Identity, and Academic Competence on African American Students' Academic Achievement by : Deitra Gibson
Download or read book The Effect of "acting White," Parental Support, Racial Identity, and Academic Competence on African American Students' Academic Achievement written by Deitra Gibson and published by . This book was released on 2004 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Beyond Acting White by : Erin McNamara Horvat
Download or read book Beyond Acting White written by Erin McNamara Horvat and published by Rowman & Littlefield. This book was released on 2006 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beyond Acting White broadens the extant conversation on the Black-White achievement gap that has been dominated by the notion that Blacks underperform in school because they fear (being accused of) 'acting white.' The authors elucidate the limitations of this explanation by presenting new research that theorizes race as a social phenomenon, unmasks the heterogeneity of the Black experience, and contends with the specifics of social context in the culture and organization of schools and communities.
Book Synopsis Integration Interrupted by : Karolyn Tyson
Download or read book Integration Interrupted written by Karolyn Tyson and published by Oxford University Press. This book was released on 2011-02-21 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, Integration Interrupted argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, Karolyn Tyson shows how equating school success with "acting white" arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about "the burden of acting white" emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The rich narratives in Integration Interrupted throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how we organize our schools.
Book Synopsis Attitudes that Affect the Black-White Achievement Gap by : Kathryn Sarzyniak
Download or read book Attitudes that Affect the Black-White Achievement Gap written by Kathryn Sarzyniak and published by LAP Lambert Academic Publishing. This book was released on 2009 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book researches the achievement gap between Black and white students and theorizes that Black students associate scholastic achievement with 'acting white' or 'selling out' African American culture. This claim is evidenced with research that focuses on academic salience, academic futility, and racial identity. The historical and educational background as well as coping strategies of African Americans are explored to determine the origin and explanations for this sentiment. Furthermore, this book considers the implications of Ebonics, African American students' dialect, in the classroom. Code-switching is noted as a means of effectively making conscious decisions about what form of language is appropriate in varying contexts. Lastly, culturally relevant teaching strategies which involve students in code-switching, literary analysis, and critical thinking are shared. These strategies offer insights on how to alter African American students' perceptions about academic success and enable students to embrace learning as a rich part of their cultural identity and a necessary step for their future.
Book Synopsis Parental Involvement and Academic Success by :
Download or read book Parental Involvement and Academic Success written by and published by Routledge. This book was released on with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Racial Identity Attitudes, Academic Attitudes, and Perceived Career Related Barriers on the Academic Achievement Behavior of African-American College Students by : Karlene J. Robinson
Download or read book The Effect of Racial Identity Attitudes, Academic Attitudes, and Perceived Career Related Barriers on the Academic Achievement Behavior of African-American College Students written by Karlene J. Robinson and published by . This book was released on 1996 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School Learning Agreement Among and Between Students and Staff for the Academic Achievement of All Students by : Deitra Gibson
Download or read book School Learning Agreement Among and Between Students and Staff for the Academic Achievement of All Students written by Deitra Gibson and published by . This book was released on 2005 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Promotive Influences of Cultural Socialization and Racial Identity on the Academic Achievement of Black Youth by : Tenah Kuah Acquaye Hunt
Download or read book Promotive Influences of Cultural Socialization and Racial Identity on the Academic Achievement of Black Youth written by Tenah Kuah Acquaye Hunt and published by . This book was released on 2017 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the largely deficit-based literature, more is known about why African American youth fail compared to why they succeed. In contrast, this dissertation is framed around the role of cultural socialization and racial identity in promoting positive academic outcomes for African American youth. In the first paper, I hypothesized that associations between 11th grade parental cultural socialization messages and adolescent academic outcomes (educational aspirations and expectations, educational utility beliefs, and grades) were primarily mediated by the adolescents own racial centrality and private regard. Results indicated that private regard, in particular, acted as a mediator in the association between parental cultural socialization messages and positive academic outcomes. Moreover, the significant association between parental cultural socialization and private regard was only found for adolescents attending schools providing high levels of cultural socialization. In the second paper, I examined associations between parental cultural socialization received by African American youth in 11th grade and three components of their racial identity (centrality, private regard, and public regard) in early adulthood. Findings revealed that parents were more likely to report engaging in cultural socialization messages than youth reported them doing so, and both youth and parent reports of parental cultural socialization practices were found to be more prevalent in families with higher socioeconomic advantage compared to other families. Parents own racial centrality, public regard and racial pride significantly predicted whether parents provide cultural socialization messages to their child. Additionally, parent-reported cultural socialization predicted youths' reports, but only youth reports (and not parental reports) prospectively predicted their early adulthood racial identity components. My third paper examined whether associations of African American students' centrality and private regard during the first year of college with their perceived academic self-efficacy and their likelihood of transferring to a different college were moderated by perceptions of their college's racial climate. Contrary to prior research, I did not find evidence that the association between student racial identity and academic adjustment varied by perceptions of college racial climate. Rather, I found that private regard was associated with a lower likelihood of transferring to a new college, regardless of the college racial climate.
Book Synopsis Closing the Racial Academic Achievement Gap by : Matthew Lynch
Download or read book Closing the Racial Academic Achievement Gap written by Matthew Lynch and published by . This book was released on 2006 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to this timely analysis, the myth of the racial achievement gap has nothing to do with genetics and everything to do wotha host of embarrassing yet reversible social and pedagogical failures. For every problem raised, the text offers a levelheaded solution, culminating in a plan for closing the supposed racial achievement gap for good.
Book Synopsis Overcoming the Odds by : Freeman A. Hrabowski
Download or read book Overcoming the Odds written by Freeman A. Hrabowski and published by Oxford University Press, USA. This book was released on 2002 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: An inspiring new study reveals the strategies that lead to academic success for young African-American women.
Book Synopsis The Influence of Racial Identity and Resilience on the Academic Performance of African American Students Attending Predominantly White Universities by : Ajamu Nkosi
Download or read book The Influence of Racial Identity and Resilience on the Academic Performance of African American Students Attending Predominantly White Universities written by Ajamu Nkosi and published by . This book was released on 2005 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching to Close the Achievement Gap for Students of Color by : Theodore S. Ransaw
Download or read book Teaching to Close the Achievement Gap for Students of Color written by Theodore S. Ransaw and published by Routledge. This book was released on 2020-10-08 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.
Book Synopsis Racial Identity Dimensions And Parental Academic Socialization As Promotive And Protective Factors For The Academic Success Of Black Students by : Stephanie Joseph
Download or read book Racial Identity Dimensions And Parental Academic Socialization As Promotive And Protective Factors For The Academic Success Of Black Students written by Stephanie Joseph and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study investigated the role of racial identity dimensions (racial centrality and private regard), academic identity, and parent socialization (specifically, academic and ethnic/racial socialization: cultural socialization and preparation for bias) in promoting success among a diverse sample of Black students. The study aimed to examine how parent socialization and academic identity mediated the relationship between racial identity dimensions and academic achievement. Data was collected nationwide from 685 Black students through an online survey conducted in Spring 2022. Path models were employed to explore the relationship between racial identity dimensions and academic achievement. To account for contextual factors, the analyses incorporated academic identity and parent socialization (academic and ethnic/racial socialization, including cultural socialization and preparation for bias) as mediators, while gender was considered as a moderator. However, the mediation analyses did not yield statistically significant results, highlighting the need for further research to investigate the nuanced relationship between these factors. In addition to the path models, supplementary analyses were conducted, including bivariate correlations and exploratory factor analyses of the scales used: Identification with Academics (IAS, Osborne, 1997), Identification with School Questionnaire (ISQ, Voelkl, 1996), Education Socialization Scale (ESS, Bempechat et al., 1999), and Parent Ethnic/Racial Socialization (PERS, Hughes & Chen, 1999). The results of the exploratory factor analyses and subsequent evaluation of psychometric properties revealed inconsistencies between the factor structures suggested by previous studies and the current study for the Identification with Academic, Identification with School Questionnaire, and Education Socialization Scale. This suggests the need for further refinement and validation of these measurement instruments. However, the exploratory factor analysis of the Parent Ethnic/Racial Socialization scale aligned with existing literature, indicating its appropriateness for use with Black students. Bivariate correlation analyses demonstrated small-to-moderate relationships that were consistently observed across most variables. Academic identity demonstrated a strong and significant correlation with private regard and a moderate and significant correlation with racial centrality. GPA demonstrated a moderate and significant correlation with academic identity and private regard and a small but significant correlation with racial centrality and parent academic socialization. Students who endorse a stronger academic identity and racial identity (private regard and racial centrality) are more likely to have better academic outcomes, including higher GPA. Furthermore, the findings related to parent academic socialization suggest that parental support and engagement may continue to have some influence on the academic performance of Black students, even in adulthood. The implications of the findings were such that fostering a strong academic identity and a positive racial identity contributed to better academic outcomes for Black students. Further, the findings highlight the sustained influence of parental support and engagement on the academic performance of Black students, even as they transition into adulthood. This underscores the significance of ongoing parental involvement throughout a student's educational journey.
Book Synopsis The Influences of Parental Racial Socialization on the Academic Achievement of African American Children by : Christian A. Friend
Download or read book The Influences of Parental Racial Socialization on the Academic Achievement of African American Children written by Christian A. Friend and published by . This book was released on 2009 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Using a cultural-ecological approach, the aim of this study is to explore cultural-specific parenting practices that may help African American children navigate the American educational system and support their academic achievement. Specifically, this study examines: (a) the associations between parental racial socialization and child academic achievement, and (b) the variations in these associations across child gender and family socio-economic status. The participants were 134 African American children and their mothers. The children were fifth grade students in public elementary schools in a mid-sized southeastern city. Data were collected from children and their mothers during home interviews. Academic achievement data were reported by the children's schools. Multiple linear regression analyses were used to examine the associations between parental racial socialization (preparation for bias, pride development) and academic achievement (GPA), and the moderating effects of gender and SES on these associations. Preparation for bias and pride development did not significantly predict academic achievement. However, gender moderated the associations between preparation for bias and academic achievement. The greater frequency of preparation bias messages delivered to boys increased GPAs. However, as the frequency of preparation for bias messages delivered to girls increased, GPA decreased. SES did not significantly moderate the associations between either dimension of racial socialization and academic achievement."--Abstract from author supplied metadata.
Download or read book Sociological Abstracts written by and published by . This book was released on 2004 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt: CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.
Book Synopsis Pathways Toward Progress by : Antonia Maria Kennedy Szymanski
Download or read book Pathways Toward Progress written by Antonia Maria Kennedy Szymanski and published by . This book was released on 2011 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Significant interactions were also found for racial centrality and private regard moderating the relationship between academic intrinsic motivation and the number of advanced placement courses taken when prior academic achievement was controlled. The findings of this study suggest that racial centrality and private regard may be important for students with lower levels of academic intrinsic motivation and lower perceived school support. These students may benefit from interventions that support feeling positive about being Black and recognize the importance of race in students' self-concepts.
Book Synopsis "Acting White" and the Black-white Achievement Gap by :
Download or read book "Acting White" and the Black-white Achievement Gap written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A 1986 ethnographic study by Signithia Fordham and John Ogbu sparked controversy among education researchers by suggesting an acting white effect could be a source of the black-white achievement gap in U.S. public schools. The researchers suggested that black students socialize their peers into thinking that academic practices such as studying are associated with a white culture oppositional to their own. This pressure against acting white then inhibits school effort among black students, thereby depressing their academic performance. In response to Fordham and Ogbus acting white theory, researchers have sought to verify the authors findings with quantitative data. Most of these studies counter the acting white hypothesis. Conversely, a recent study by Roland Fryer and Paul Torelli finds empirical evidence supporting the theory that black students do poorly in school because of social pressures. The study, however, uses artificial measures of social standing to support its findings. Using the same nationally representative dataset as Fryer and Torelli, but improved measures of social pressures, this paper examines if and how social pressures are related to academic effort and achievement, as well as how these relationships may differ by race. Ultimately, this paper aims to clarify the degree to which social expectations influence student effort in order to identify sources of the black-white achievement gap.
