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The Power Of African American Parent Perceptions On Student Achievement
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Book Synopsis The Power of African American Parent Perceptions on Student Achievement by : Melody Luretha Camm
Download or read book The Power of African American Parent Perceptions on Student Achievement written by Melody Luretha Camm and published by . This book was released on 2009 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the implementation of No Child Left Behind, schools have been challenged to maintain Annual Yearly Progress (AYP) for low achieving subpopulations. Current research supported by historical data suggests that African American parent involvement could possibly be the missing link to African American student achievement. This study explores the possible connection between African American parent perceptions of their school involvement and student achievement. It surveyed 738 fourth grade parents from five Title I and five Non-Title I schools to see if there was a significant difference between the parent involvement perceptions of African American Parents and Non-African American Parents, as well as investigated the possible relationship of these perceptions to student achievement. Although a correlation was not found between African American parent perceptions and student achievement, other comparative analyses done indicates that there are interesting similarities and differences between Title I and Non-Title I parent populations. These findings may contribute to existing research concerning school factors that can be enhanced in order to encourage parent involvement. Implications for practice and future research are also discussed.
Book Synopsis African-American Parents' Perceptions of the Academic Achievement of African-American Male Students at a Private Secondary School by : Jean Delgado
Download or read book African-American Parents' Perceptions of the Academic Achievement of African-American Male Students at a Private Secondary School written by Jean Delgado and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Parental Perceptions of Their Involvement in the Academic Achievement of African American High School Students by : Sennie Goines Smith
Download or read book Parental Perceptions of Their Involvement in the Academic Achievement of African American High School Students written by Sennie Goines Smith and published by . This book was released on 2001 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Qualitative Study of African-American Parents’ Perceptions of Parental Involvement by : Justin R. Larmie
Download or read book A Qualitative Study of African-American Parents’ Perceptions of Parental Involvement written by Justin R. Larmie and published by . This book was released on 2018 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improved academic performance, among many other factors, has been linked in the research to parental involvement. Unfortunately, many view African-American parents as uninvolved because of the activities in which they choose to participate. This study is a narratological case study that examines the perceptions of African-American parents in regard to parental involvement. The initial research question was: What are the perceptions of parents regarding their involvement in schools? The three sub-questions that were used to help answer this were: (1) How do parents define involvement? (2) What are their experiences with parental involvement? and (3) How do teachers involve parents with their child’s school? Parental perceptions of parental involvement were analyzed using qualitative measures. The participants of this study were all African-American – four females and one male. This research study involved the study of parents’ perceptions by collecting data sources in the form of face-to-face interviews, written narratives, and a brief focus group. The findings of the research study imply that the definition of parental involvement lacks consideration of various ethnicities. Non-African-American parents might perceive African-American parents as uninvolved or disassociated with the learning of their children, while in reality, the tool by which parents are measured is inadequate. This suggests that school systems should invest time in providing professional development in better understanding how one’s lived experiences can shape one’s own truths and work to understand the perspective of parents of color .
Book Synopsis Done to Us, Not with Us by : Brian K. Bridges
Download or read book Done to Us, Not with Us written by Brian K. Bridges and published by . This book was released on 2012 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the importance of postsecondary education to the economic and social vitality of the U.S. and the individuals who pursue this academic goal, the educational pipeline to and through college is broken for communities of color, the fastest-growing segment of the population. This report offers a revealing glimpse of the American system of public education from the perspective of those with the biggest stake in better schools: the parents of the African American children who are least well served by the system. This report is a meta-analysis of a two-part research program that involved both a quantitative survey and qualitative focus groups. The study was conducted in February and March 2012 in five target cities: Atlanta, Detroit, Memphis, New Orleans, and Washington, D.C. These cities were chosen because they have large African American populations, robust education reform efforts are under way or are part of a planning process to address the cities' challenges, and United Negro College Fund (UNCF) has a strong institutional presence there. These cities in particular face many of the educational challenges that prevent too many African American children from fulfilling their potential, and they therefore serve as excellent testing grounds. The key findings from this study reinforce and add greater details to the body of knowledge about African American parents and their involvement in the education of their children. Most important, a substantial percentage of low-income African American parents and caregivers who participated in the study (87 percent) have high aspirations for their children and overwhelmingly want them to graduate from college. An appendix contains the following: (1) Data Collection Methods; and (2) Topics on Which Low-Income Parents Would Like More Information to Support Their Child's Academic Progress.
Book Synopsis African-American Student Perceptions of Their Parents' and Guardians' Attitudes Towards Education and Academic Achievement by : Julie Ann Connor
Download or read book African-American Student Perceptions of Their Parents' and Guardians' Attitudes Towards Education and Academic Achievement written by Julie Ann Connor and published by . This book was released on 2011 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine African-American student perceptions of their parents' and guardians' attitudes towards education and academic achievement at five urban schools in the Kansas City, Missouri School District. One hundred four sixth grade African-American students responded to 28 statements about their personal beliefs and attitudes as well as their perceptions of their parents' and guardians' attitudes towards learning and education. Fourteen statements on the survey invited students to consider their personal thoughts and opinions about school and academic achievement; 14 statements also required students to predict their parents' and guardians' attitudes and feelings about the same or similar educational concerns. The Likert scale was used as a measurement method for assessing student responses. Information from this study established significant common factors among students and their interpretations of their parents' and guardians' attitudes regarding academic achievement. The survey results shed light on the complex relationships between messages students hear and beliefs they deemed were actually held by parents and guardians. Convictions students believe were espoused by primary caregivers may affect their own opinions about the value of education and their performance at school.
Book Synopsis Every Closed Eye Ain't Sleep by : Teresa Hill
Download or read book Every Closed Eye Ain't Sleep written by Teresa Hill and published by R&L Education. This book was released on 2011-07-16 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every Closed Eye Ain't Sleep: African American Perspectives on the Achievement Gap examines the origins and perpetuation of the achievement gap from the perspective of the African American community. Instead of accepting the achievement gap as an inevitable matter of fact, Every Closed Eye Ain't Sleep questions the fundamental beliefs that perpetuate the gap. Drawing on dialogue with African American community members, Teresa Hill advances a framework for understanding a predominant African American view of the educational process. She then juxtaposes this framework with the norms perpetrated by the educational establishment to demonstrate how disagreements about the roles and responsibilities of parents, teachers and students affect community members' experiences in schools. Every Closed Eye Ain't Sleep opens a dialogue about the achievement gap on different terms, analyzes the gap as an issue of social justice, and provides educational leaders and policymakers with ways to engage in the productive dialogue necessary to improve education for African American children.
Book Synopsis A Qualitative Study of the Perceptions of African American Parents of Low Socioeconomic Status about Their Involvement with Their Children's Schools by : Vivian A. Roper
Download or read book A Qualitative Study of the Perceptions of African American Parents of Low Socioeconomic Status about Their Involvement with Their Children's Schools written by Vivian A. Roper and published by . This book was released on 2008 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest in the perceptions of African American parents about their relationships with their children's teacher necessitated a search for answers through the voices of African American parents of low socioeconomic status whose children are considered actively engaged in the academic programs at an urban charter school. Some of the educational literature supports that race is a factor in the investigation of relationships between parents of color and schools. The goals of this critical, phenomenological study is to share the voices and perceptions of these parents as they make sense of the relationships they experience when they are involved with their children's urban charter school. Four themes emerged in this study of the perceptions of African American parents about their relationships and involvement with their children's urban charter school teachers. The themes are labeled: 1) my mother/myself; 2) parent as teacher; 3) don't stereotype me; and 4) barrier breakers. The first theme illuminates that parents see the world, as it relates to school participation, through what they experienced as children. The second theme exemplifies how parents provide their children with cultural and social capital when they teach and demonstrate the importance, the value of education . The third theme reveals what parents think teacher think about working-class African American parents with regard to the value of education . The fourth theme emphasizes how these parents use visibility and school culture to initiate relationships with the school personnel in their children's schools. Qualitative research that addresses perceptions of African American parents whose children are actively engaged in school may provide important insights for educators to consider as they endeavor to implement effective programs to improve student engagement amidst issues of class, race, and unequal power that line the walls of hegemonic institution of public education.
Book Synopsis Authentic Voices of Other Children's Parents by : A. Aguirre Watts
Download or read book Authentic Voices of Other Children's Parents written by A. Aguirre Watts and published by . This book was released on 2007-10 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In seeking to understand the complex and diverse nature of the lived experience of a group of African American parents in public schools as students and later as parents of students in public schools, Authentic Voices of Other Children's Parents reveals what was true for this group as they defined for themselves their experiences in, perceptions of, and understandings about public schools. Guided by questions to help focus the discussion, the parents engage in reflexive and intimate discourse regarding their experiences with public schools and the impact their experiences have had on their lives and the lives of their children. Their stories and conversations support the relevance of understanding culture as an issue facing African American students and the impact it has on academic performance. Their experiences also support the necessity of seeking to find equitable and meaningful solutions to the problems in education, especially for African Americans.
Book Synopsis The Alleged Invisible Parent by : Felix Simieou
Download or read book The Alleged Invisible Parent written by Felix Simieou and published by . This book was released on 2005 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis My Existence Didn't Make No Difference to Them by : Larissa Malone
Download or read book My Existence Didn't Make No Difference to Them written by Larissa Malone and published by . This book was released on 2015 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research was to understand the perceptions of African-American students and their families regarding teacher expectations and the experiences that shaped these perceptions. The study sought to understand the ways in which members of the African-American community processed and responded to schooling based on their interpretation of educational institutions' expectations. Critical Race Theory served as the theoretical framework which posited that culture is critical to human agency and race is relevant, salient, and is an undeniable influence on the structure of all American institutions, including schools. Findings revealed African-Americans perceived that educational institutions of America, as a whole, are inherently designed to obstruct progress towards social justice. The emergent themes of ethnic identity, racial socialization, cultural mistrust and resilience and their relevance to and the way in which they informed perceptions of teacher expectations and the discourse surrounding majority-minority relations and cultural negotiations are discussed. This inquiry concluded that the perceptions of teachers' lower expectations influenced both African-American students' approach to schooling, but did not deter them from high achievement and encouraged African-American parents' activism in countering racial biases to guide their students through school. Implications for diverse school communities include systemic efforts of inclusion, equitable treatment of all students and racial reconciliation as an integral part of increased African-American student achievement.
Book Synopsis Eliminating the Achievement Gap by : William Jeynes
Download or read book Eliminating the Achievement Gap written by William Jeynes and published by Rowman & Littlefield. This book was released on 2019-10-04 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Eliminating the Achievement Gap is designed to be the first book to base society's efforts to reduce the achievement gap on meta-analytic analysis. It proposes an interdisciplinary approach to this problem that is rare, refreshing, and insightful, including solutions generally overlooked.
Book Synopsis African American Mothers and Urban Schools by : Wendy Glasgow Winters
Download or read book African American Mothers and Urban Schools written by Wendy Glasgow Winters and published by Lexington Books. This book was released on 1993 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Professor Winters, while challenging stereotypes about the capacity of the poor to change and grow, certainly does not gloss over the major barriers. . . .Winters' book is a testament to the strength, the willpower, and the indomitable courage of these African-American women, who by participating actively to improve their children's education, stretched themselves to achieve new goals. . . ". -- Jewelle Taylor Gibbs, University of California, Berkeley; Author, Young, Black and Male in America.
Book Synopsis Young, Gifted, and Black by : Theresa Perry
Download or read book Young, Gifted, and Black written by Theresa Perry and published by Beacon Press. This book was released on 2004-02-02 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: “An important and powerful book” that radically reframes the debates swirling around the academic achievement of African-American students (Boston Review) “The solutions offered by each essay are creative, inspirational, and good old common sense." —Los Angeles Times In 3 separate but allied essays, African-American scholars Theresa Perry, Claude Steele, and Asa Hilliard examine the alleged ‘achievement gap’ between Black and white students. Each author addresses how the unique social and cultural position Black students occupy—in a society which often devalues and stereotypes African-American identity—fundamentally shapes students’ experience of school and sets up unique obstacles. Young, Gifted and Black provides an understanding of how these forces work, opening the door to practical, powerful methods for promoting high achievement at all levels. In the first piece, Theresa Perry argues that the dilemmas African-American students face are rooted in the experience of race and ethnicity in America, making the task of achievement distinctive and difficult. Claude Steele follows up with stunningly clear empirical psychological evidence that when Black students believe they are being judged as members of a stereotyped group—rather than as individuals—they do worse on tests. Finally, Asa Hilliard argues against a variety of false theories and misguided views of African-American achievement, sharing examples of real schools, programs, and teachers around the country that allow African-American students to achieve at high levels. Now more than ever, Young, Gifted and Black is an eye-opening work that has the power to not only change how we talk and think about African-American student achievement but how we view the African-American experience as a whole.
Book Synopsis Unique Challenges in Urban Schools by : Eric R. Jackson
Download or read book Unique Challenges in Urban Schools written by Eric R. Jackson and published by Rowman & Littlefield. This book was released on 2015-04-03 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the various ways in which parental involvement can help to increase student academic success. More specifically, this analysis is based on the notions that: 1) parent involvement in inner city schools present unique challenges that are different from the traditional middle class perspective; 2) there is value in a cooperative approach between parents, teachers, and administrators that places the student at the center of each major discussion and decision; and 3) illustrates that parental involvement is a real perspective and not just rhetorical jargon. Although the focus of this book is in increasing parent involvement in inner city schools, readers must be mindful that the ultimate objective for this work and others like it is the successful educating of all children, so that they graduate from high school, and move into higher education, or into the workforce. Parent involvement by itself will not ensure academic success of children, but, combined with many strategies, including a clear understanding of the differences between an inner city school environment and a middle class school setting, effective teaching, sound and relevant curricula, safe and secure learning environment, and visionary leadership, children attending inner city schools can be just as effective as those in middle class school settings.
Book Synopsis Family Engagement in Black Students’ Academic Success by : Vilma Seeberg
Download or read book Family Engagement in Black Students’ Academic Success written by Vilma Seeberg and published by Routledge. This book was released on 2021-03-15 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely volume presents powerful stories told by Black families and students who have successfully negotiated a racially fraught, affluent, and diverse suburban school district in America, to illustrate how they have strategically contested sanctioned racist practices and forged a path for students to achieve a high-quality education. Drawing on rich qualitative data collected through interviews and interactions with parents and kin, students, community activists, and educators, Family Engagement in Black Students’ Academic Success chronicles how pride in Black American family history and values, students’ personal capabilities, and their often collective, proactive challenges to systemic and personal racism shape students’ academic engagement. Familial and collective cultural wealth of the Black community emerges as a central driver in students’ successful achievement. Finally, the text puts forward key recommendations to demonstrate how incorporating the knowledge and voices of Black families in school decision making, remaining critically conscious of race and racial history in everyday actions and longer term policy, and pursuing collective strategies for social justice in education, will help eliminate current opportunity gaps, and will counteract the master narrative of underachievement ever-present in America. This volume will be of interest to students, scholars, and academics with an interest in matters of social justice, equity, and equality of opportunity in education for Black Americans. In addition, the text offers key insights for school authorities in building effective working relationships with Black American families to support the high achievement of Black students in K-12 education.
Book Synopsis The Power of Parent-Teacher Interactions by : Jamila Dugan
Download or read book The Power of Parent-Teacher Interactions written by Jamila Dugan and published by . This book was released on 2017 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools across America have shown varying and often limited academic outcomes for African American students. In some cases, African American students perform lower on standardized tests, are more frequently referred to special education, and are more frequently subject to behavioral interventions. In trying to improve these outcomes, more schools are focusing on working collaboratively with families. The school site in this design development study has experienced significant barriers in cultivating school-to-home partnerships that improve student learning. These partnerships have been difficult to foster due to consistent unproductive interactions between some parents and teachers. This study aims to shift parent-teacher interactions away from interpersonal conflict and toward a focus on student needs and partnership toward student success. This design study is unique in that the theory of action considers the historical experience of African American families in schools and connects this experience to parent-teacher interactions. By understanding this experience, I was able to develop an intervention that accounts for this experience without taking traditional approaches to addressing dynamics that can occur as a result. For this study, I developed a theory of action and created an intervention design to improve parent-teacher interactions. Drawing from the literature, I identified several design elements: using an administrator as a neutral third party, establishing goodwill, creating new forms of interactions, facilitating co-ownership, building awareness of communication practices, and providing structured opportunities for problem solving. The intervention design involves 8 sessions designed for a parent, teacher, and administrator to engage in activities that help them to develop a shared understanding of a student’s experience, identify ways to explore the student’s experience more deeply, identify the needs of the student, take part in a structured opportunity for problem solving, and work toward partnership in the pursuit of meeting student needs. I investigated the impact of the design on the parent and teacher’s interactions as well as the design process itself. The findings from this study suggest that the design had a positive impact on the parent’s and teacher’s perceptions of shared understanding, hope and efficacy to support the student together, and increased the quality of their interactions when the student was placed at the center.
