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The Role Of Racial Identity Parental Socialization And School Connectedness On The Academic Experiences Of Gifted Black Female Adolescents Attending Predominantly White Schools
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Book Synopsis The Role of Racial Identity, Parental Socialization, and School Connectedness on the Academic Experiences of Gifted Black Female Adolescents Attending Predominantly White Schools by : Oriana Tinique Johnson
Download or read book The Role of Racial Identity, Parental Socialization, and School Connectedness on the Academic Experiences of Gifted Black Female Adolescents Attending Predominantly White Schools written by Oriana Tinique Johnson and published by . This book was released on 2018 with total page 462 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 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 National Standards for Parent/family Involvement Programs by : National PTA (U.S.)
Download or read book National Standards for Parent/family Involvement Programs written by National PTA (U.S.) and published by . This book was released on 1997 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Understanding the Intersections of Race, Gender, and Gifted Education by : Nicole M. Joseph
Download or read book Understanding the Intersections of Race, Gender, and Gifted Education written by Nicole M. Joseph and published by IAP. This book was released on 2020-06-01 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression. Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students’ desire to be in gifted programs. Because many Black girls are stereotyped and teachers rarely have deep understanding of cultural differences, Black girls are less likely to be identified for gifted programming. More specifically, Black girls’ lack of representation in gifted mathematics or STEM programs contradicts research that finds that girls reach several developmental advantages ahead of boys. For example, research has shown that girls talk and read earlier, receive higher grades in elementary school, and drop-out less often than boys. Other studies have also shown that Black girls have higher mathematics career aspirations than their White and Latina female peers; yet, they are rarely represented in gifted math and Advanced Placement (AP) math programs. Furthermore, the underrepresentation of urban, low-income African-American students in gifted education is related to low test scores, student and family choice, a lack of teacher referral, and a mismatch between home and school cultures. Some high-performing Black girls and women are participating in programs that nurture and support their racial and gender identities and contribute to them developing into strong and efficacious girls and women who have agency in their lives. This anthology includes studies that illustrate the complexities of intersectionality in various STEM programs, while also demonstrating that increasing access to STEM for Black girls and women is doable.
Book Synopsis Racial Socialization and Identity Development of Middle Class African American and Biracial Adolescent Girls Attending an Independent School by : April E. Harris
Download or read book Racial Socialization and Identity Development of Middle Class African American and Biracial Adolescent Girls Attending an Independent School written by April E. Harris and published by . This book was released on 2012 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study was conducted to: (1) compare and contrast the experience of middle class, African American and Biracial adolescent female students attending an independent school, (2) examine the racial socialization the participants receive from their mothers and school personnel as high school students, and (3) examine the impact of the racial socialization at home and school on the identity formation of the student participants. Findings indicated the participants received messages in two dimensions of racial socialization, cultural socialization and egalitarianism. The study revealed Biracial students took on more leadership roles than Black students. Findings also revealed a stark contrast between the Black and White parental experiences as school community members. Finally, school personnel explained their contribution and dedication to creating racial and cultural diversity on campus. The analyses are based on qualitative data collected in 2009 and 2012 from semi-structured interviews with African American female students from ninth grade and twelfth grade, Biracial female students from ninth and twelfth grade, an African American mother, a White mother, and two senior administrative personnel.
Book Synopsis Using a Sankofa Intervention to Influence Black Girls' Racial Identity Development and School-related Experiences by : Maryam M. Jernigan
Download or read book Using a Sankofa Intervention to Influence Black Girls' Racial Identity Development and School-related Experiences written by Maryam M. Jernigan and published by . This book was released on 2009 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract. Theorists contend that Black girls are mistreated in a manner consistent with racial and gender stereotypes, each of which is equally salient and negatively evaluated by society. Yet, very few empirical studies have investigated the question of how the girls are able to understand and integrate the racial and gender aspects of their identity and withstand the multiple forms of negativity (e.g. gender marginalization and racial oppression) to which they are exposed. The present study examined the socialization experiences of a sample of Black girls (N=14) enrolled in the 9th grade in a predominantly White high school setting. The girls participated in a semi-structured 25-week mentoring intervention intended to provide positive racial and gender socialization experiences. Pre-post interviews investigated the following themes: (a) the girls' perceptions of their experiences, (b) the relationship of these experiences to the girls' racial identity, and (c) the impact of the school-based intervention on Black girls' racial identity, self-concepts, and perceptions of their academic experiences. Participants completed self-report measures that assessed their racial identity, identification with school, and school-related experiences prior to and following the intervention, and a subgroup were interviewed before and after the intervention. "Regular" attendees (RA) were those who attended nearly all of the sessions, whereas "Non-regular" attendees (NRA) did not. Quantitative findings indicated that both RA and NRA participants reported an increase in positive perceptions of teachers. RAs also increased their level of school engagement and belief that their school experiences would have an impact on their future success, whereas NRAs did not. RAs' levels of Immersion racial identity (Black oriented) increased, whereas NRAs' Conformity (White oriented) increased. Qualitative findings suggested that participants who attended the intervention regularly developed a more sophisticated understanding of the ways that racial dynamics impacted their perceptions of school experiences. Methodological limitations, theoretical considerations, implications for future research and the development of race-gender focused educational interventions, and practice, are discussed.
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 Handbook of Race, Racism, and the Developing Child by : Stephen M. Quintana
Download or read book Handbook of Race, Racism, and the Developing Child written by Stephen M. Quintana and published by John Wiley & Sons. This book was released on 2008-07-10 with total page 524 pages. Available in PDF, EPUB and Kindle. Book excerpt: Filling a critical void in the literature, Race, Racism, and the Developing Child provides an important source of information for researchers, psychologists, and students on the recent advances in the unique developmental and social features of race and racism in children's lives. Thorough and accessible, this timely reference draws on an international collection of experts and scholars representing the breadth of perspectives, theoretical traditions, and empirical approaches in this field.
Book Synopsis Contesting Stereotypes and Creating Identities by : Andrew J. Fuligni
Download or read book Contesting Stereotypes and Creating Identities written by Andrew J. Fuligni and published by Russell Sage Foundation. This book was released on 2007-05-31 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the end of legal segregation in schools, most research on educational inequality has focused on economic and other structural obstacles to the academic achievement of disadvantaged groups. But in Contesting Stereotypes and Creating Identities, a distinguished group of psychologists and social scientists argue that stereotypes about the academic potential of some minority groups remain a significant barrier to their achievement. This groundbreaking volume examines how low institutional and cultural expectations of minorities hinder their academic success, how these stereotypes are perpetuated, and the ways that minority students attempt to empower themselves by redefining their identities. The contributors to Contesting Stereotypes and Creating Identities explore issues of ethnic identity and educational inequality from a broad range of disciplinary perspectives, drawing on historical analyses, social-psychological experiments, interviews, and observation. Meagan Patterson and Rebecca Bigler show that when teachers label or segregate students according to social categories (even in subtle ways), students are more likely to rank and stereotype one another, so educators must pay attention to the implicit or unintentional ways that they emphasize group differences. Many of the contributors contest John Ogbu's theory that African Americans have developed an "oppositional culture" that devalues academic effort as a form of "acting white." Daphna Oyserman and Daniel Brickman, in their study of black and Latino youth, find evidence that strong identification with their ethnic group is actually associated with higher academic motivation among minority youth. Yet, as Julie Garcia and Jennifer Crocker find in a study of African-American female college students, the desire to disprove negative stereotypes about race and gender can lead to anxiety, low self-esteem, and excessive, self-defeating levels of effort, which impede learning and academic success. The authors call for educational institutions to diffuse these threats to minority students' identities by emphasizing that intelligence is a malleable rather than a fixed trait. Contesting Stereotypes and Creating Identities reveals the many hidden ways that educational opportunities are denied to some social groups. At the same time, this probing and wide-ranging anthology provides a fresh perspective on the creative ways that these groups challenge stereotypes and attempt to participate fully in the educational system.
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 Ethnic Matching by : Donald Easton-Brooks
Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Book Synopsis Parental Belief Systems by : Irving E. Sigel
Download or read book Parental Belief Systems written by Irving E. Sigel and published by Psychology Press. This book was released on 2014-02-25 with total page 531 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on the topic of parent beliefs, or parent cognition, has increased tremendously since the original publication of this volume in 1985. For this revised second edition, the editors sought to reflect some of the new directions that research on parent cognition has taken. By offering a greater variety of topics, it gives evidence of the intellectual concerns that now engage researchers in the field and testifies to the expanding scope of their interests. Although a unique collection because it reflects the diversity that exists among major researchers in the field, it evinces a common theme -- that the ideas parents have regarding their children and themselves as parents have an impact on their actions. This emphasis on parents' ideas shifts the focus on sources of family influence to ideas or beliefs as determinants of family interactions. The implication of this way of thinking for practitioners is that it suggests the shift to ideas and thoughts from behavior and attitudes.
Book Synopsis Culturally Relevant Pedagogy by : Gloria Ladson-Billings
Download or read book Culturally Relevant Pedagogy written by Gloria Ladson-Billings and published by Teachers College Press. This book was released on 2021 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the first time, this volume provides a definitive collection of Gloria Ladson-Billings’ groundbreaking concept of Culturally Relevant Pedagogy (CRP). After repeatedly confronting deficit perspectives that asked, “What’s wrong with ‘those’ kids?”, Ladson-Billings decided to ask a different question, one that fundamentally shifted the way we think about teaching and learning. Noting that “those kids” usually meant Black students, she posed a new question: “What is right with Black students and what happens in classrooms where teachers, parents, and students get it right?” This compilation of Ladson-Billings’ published work on Culturally Relevant Pedagogy examines the theory, how it works in specific subject areas, and its role in teacher education. The final section looks toward the future, including what it means to re-mix CRP with youth culture such as hip hop. This one-of-a-kind collection can be used as an introduction to CRP and as a summary of the idea as it evolved over time, helping a new generation to see the possibilities that exist in teaching and learning for all students. Featured Essays: Toward a Theory of Culturally Relevant PedagogyBut That’s Just Good Teaching: The Case for Culturally Relevant PedagogyLiberatory Consequences of LiteracyIt Doesn’t Add Up: African American Students and Mathematics AchievementCrafting a Culturally Relevant Social Studies ApproachFighting for Our Lives: Preparing Teachers to Teach African American StudentsWhat’s the Matter With the Team? Diversity in Teacher EducationIt’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem With Teacher EducationCulturally Relevant Teaching 2.0, a.k.a. the Remix Beyond Beats, Rhymes, and Beyoncé: Hip-Hop Education and Culturally Relevant Pedagogy
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 2012-09-11 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 Examining Adolescent Precursors to Early Adult Flourishing in Black Americans by : Christa Mahlobo
Download or read book Examining Adolescent Precursors to Early Adult Flourishing in Black Americans written by Christa Mahlobo and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Flourishing, defined as functioning well across multiple domains (e.g., psychological, physical) and levels of functioning (e.g., personal, social and societal), is an important topic of study in psychology and human development. In this dissertation, I posit that the study of flourishing among Black American youth and young adults is most fruitfully examined culturally and developmentally, and in the context of a racialized society which poses significant barriers to flourishing in this group. I begin by reviewing extant theories and definitions of flourishing and highlight the need for a more cultural and developmental view of flourishing to better understand flourishing in Black American youth. To that end, I describe a five-dimensional model of flourishing among Black Americans (Harrell, 2012) and highlight how it fills a needed gap in this literature. I also discuss the important role that ethnic racial socialization (ERS) in the family and ethnic racial identity (ERI) development during adolescence may play in Black American flourishing in early adulthood, and how this could fill a gap in thinking about how flourishing comes about over time for Black Americans developmentally. Using data from the Maryland Adolescence Development in Context Study (MADICS), n = 914 (47% female), I examine hypothesized empirical relations between Black American flourishing in early adulthood, and socialization experiences and identity development around race and ethnicity during adolescence. Multiple regression and meditational analyses with longitudinal data were used to assess the direct impact of family ERS on Black youth during early adolescence (Mage (Time 2 = 14.25, SD = .51) on their flourishing across five domains (psychological, physical, collective, relational, and transcendent) and societal flourishing during early adulthood (Mage (Time 4) = 21.7, SD = .57). Additionally, I examined if the impact of ERS in early adolescence on later flourishing was indirect- mediated through youths' positive ethnic racial identity (ERI) during later adolescence (Mage (Time 3) = 17.08, SD =.58). Finally, I examined whether these direct and mediated impacts of ERS on flourishing across these time periods were the same or differed among Black American males and females. Results from the empirical investigation supported Hypothesis 1 of the dissertation: that there would be a direct effect of ERS on domains of flourishing. Results shows that socialization strategies for dealing with racism and salience of talking about race in the family during early adolescence predicted better physical and transcendent flourishing later, whereas salience of discussing race in the family in adolescence negatively impacted later relational flourishing after controlling for demographic factors. Thus, the support for Hypothesis 1 was weak, as direct effects were not consistently present (or positive) across all domains of flourishing. Hypothesis 2 of the dissertation examined whether the impacts of ERS on flourishing were mediated through adolescents' ERI in later adolescence. Results supported the indirect pathway in one key domain of flourishing: ERI significantly positively moderated the relationship between ERS and psychological flourishing. In other words, greater parent ERS in early adolescence promoted more central and positive ethnic identity in later adolescence which positively impacted psychological flourishing in early adulthood. Hypothesis 3 examined whether there were differences in these direct and indirect effects by gender. The significant indirect effect of ERI on the ERS-psychological flourishing relationship was found to be significant in males and not females in the sample. There was also a significant indirect effect for physical health flourishing found in males but not females. In females, despite a lack of indirect effects, findings showed a significant positive direct effect of ERS on physical exercise and transcendent flourishing, and a negative direct effect of ERS on societal flourishing. Implications for the general study of Black American flourishing across the lifespan, as well as needed future directions in research on Black American flourishing from adolescence to early adulthood within and across gender, will be discussed.
Book Synopsis How African American, Middle Class Parents Learn and Enact a Racism Resistant Critical Race Achievement Ideology in Their Adolescents in Gifted and AP Classes by : Tracey Simmons Fisher
Download or read book How African American, Middle Class Parents Learn and Enact a Racism Resistant Critical Race Achievement Ideology in Their Adolescents in Gifted and AP Classes written by Tracey Simmons Fisher and published by . This book was released on 2015 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine African American, middle class parents' facilitation of an academic achievement ideology that is racism-resistant in their adolescent offspring in AP and Gifted Education classrooms. Three research questions guided the study: (1) how do African American, middle class parents come to acquire or learn an achievement ideology that is resistant to racism? (2) how do African American, middle class parents of adolescents enact an achievement ideology with them that resists racism? (3) what are the consequences or results of African American, middle class parents enacting an achievement ideology with their adolescents that is resistant to racism? The method used to gather data in this qualitative study was the person-to-person, semi-structured interview. A modified version of the Seidman (2013) interview method captured rich, narrative data. A stratified purposeful sample of potential parent participants was accessed at one southeastern high school. Potential parent participants were identified through their African American adolescent children who had earned above average grades, were in AP and gifted classes, and earned high AP national test scores. Participation was voluntary. Additional screening criteria were the parents' college experience and income level. Major themes are: (a) understand that education impacts life quality (b) expect to work twice as hard to get half as far as Whites (c) use available resources to support learning (d) engage in high expectation conversations at home (e) network to enhance educational, racial and social class experiences. Conclusions are that the African American parents in this study intentionally pass on racially and culturally relevant knowledge to their adolescents about academic achievement resisting racism and compel them to be in, excel in, and understand the benefits of, AP and gifted. The parents in this study also reported that their adolescents developed friendships across racial lines in AP and gifted which is a consequence of enacting a racism resistant achievement ideology that includes enhancing their adolescents' social class connections. Appended are: (1) IRB Approval; (2) Online Screening Questionnaire; (3) Interview Guide I; (4) Interview Guide II; (5) Research Participation Recruitment Letter of Interest; (6) Sample Memo 1/Audit Trail; (7) Sample Memo 2; and (8) Transcript Excerpt/Theme Coding. [This document is a dissertation submitted to the Graduate Faculty of the University of Georgia, in partial fulfillment of the requirement for the degree Doctor of Philosophy.].
