Author: Ida-Lorraine Jules WildersonPublisher:
ISBN:
Category : African American students
Languages : en
Pages : 324
Book Description
The Relationships Between Black Awareness, Orientation for Achievement and Measured Achievement of Urban High School Students
Author: Ida-Lorraine Jules WildersonPublisher:
ISBN:
Category : African American students
Languages : en
Pages : 324
Book Description
Achievement and Perceptions of School Performance of Black Youth as Related to Conceptual Level and Locus of Control
Author: Marilyn Wilson GoodwinPublisher:
ISBN:
Category :
Languages : en
Pages : 384
Book Description
Catalog of Copyright Entries. Third Series
Author: Library of Congress. Copyright OfficePublisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1076
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 492
Book Description
A Comparative Analysis of the Academic Performance of Black and White Junior High School Students Attending Desegregated Schools Outside of Their Normal Attendance Area in the St. Paul School District
Author: Richard AshePublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 276
Book Description
The Black Female Undergraduates' Assessment of the Academic and Social Environments of Two Selected Institutions of Higher Learning
Author: Rosetta RobinsonPublisher:
ISBN:
Category : Black people
Languages : en
Pages : 302
Book Description
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 704
Book Description
National Union Catalog
Author: Publisher:
ISBN:
Category : Union catalogs
Languages : en
Pages : 528
Book Description
Includes entries for maps and atlases.
Research in Education
Author: Beyond Acting White
Author: Erin McNamara HorvatPublisher: Rowman & Littlefield Publishers
ISBN: 074257153X
Category : Social Science
Languages : en
Pages : 268
Book Description
Why do Blacks underperform in school? Researchers continue to pursue this question with vigor not only because Blacks currently lag behind Whites on a wide variety of educational indices but because the closing of the Black-White achievement gap has slowed and by some measures reversed during the last quarter of the 20th century. The social implications of the persistent educational 'gap' between Blacks and Whites are substantial. Black people's experience with poor school achievement and equally poor access to postsecondary education reduces their probability for achieving competitive economic and social rewards and are inconsistent with repeated evidence that Black people articulate high aspirations for their own educational and social mobility. Despite the social needs that press us towards making better sense of 'the gap,' we are, nevertheless, limited in our understanding of how race operates to affect Black students' educational experiences and outcomes. In Beyond Acting White we contend with one of the most oft cited explanations for Black underachievement; the notion that Blacks are culturally opposed to 'acting White' and, therefore, culturally opposed to succeeding in school. Our book uses the 'acting White' hypothesis as the point of departure in order to explore and evaluate how and under what conditions Black culture and identity are implicated in our understanding of why Black students continue to lag behind their White peers in educational achievement and attainment. Beyond Acting White provides a response to the growing call that we more precisely situate how race, its representations, intersectionalities, and context specific contingencies help us make better sense of the Black-White achievement gap.