Bibliography: African Americans (page 1197 of 1351)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Black Lives & Me website.  Some of the authors featured on this page include Jamie L. Gorman, Michael N. Bastedo, Deborah Stipek, Rebecca Ouellette, Muhammad Khalifa, Dale Romanik, Miami-Dade County Public Schools Research Services, Samantha Butisingh, Ozan Jaquette, and Ruth E. Albright.

Stipek, Deborah (2012). Context Matters: Effects of Student Characteristics and Perceived Administrative and Parental Support on Teacher Self-Efficacy, Elementary School Journal. The cross-sectional study of factors predicting teacher self-efficacy involved surveys of 473 third- and fifth-grade, predominantly White female teachers in 196 schools. The schools served, on average, a relatively high proportion of students living in poverty and students of color. The findings indicate that the proportion of minority students in teachers' classrooms was positively associated with their self-efficacy when variables correlated with poverty–proportion of students eligible for free and reduced-price lunch and overall academic achievement in the school–were held constant. Teachers' perceptions of the support they received from administrators and parents were also positively associated with teacher self-efficacy.   [More]  Descriptors: Poverty, Self Efficacy, Academic Achievement, Grade 5

College Board Advocacy & Policy Center (2012). Transforming the Educational Experience of Young Men of Color. School Counseling Series. Volume 2: Increase Partnerships. In 2011, the National Office for School Counselor Advocacy launched a journal series to support and build awareness of the issues and challenges raised by the College Board Advocacy & Policy Center's research report, "The Educational Experience of Young Men of Color" ( The intent of the series is to create a forum for school counselors to discuss, reflect on their practice and build their capacity to better serve young men of color. This second volume of the series contains the following: (1) Greater Than the Sum of Its Parts (Jennifer A. Dunn); (2) A Difference MADE: A Counselor's Partnership for College Readiness (Katherine Cortest); (3) Mi Futuro: Walmart's Youth Mentoring Program (L. Felipe Barahona); (4) Bridging Divides: Community Partnerships for Asian/Pacific Islander Youth (James Diokno and Vinh Tran); (5) A Journey of Faith (Frank B. Ashley III); (6) Talking with Counselors: Lillian Tsosie-Jensen; (7) Beyond Schools: Learning Outside the Classroom (Hal Smith); (8) An Asset Approach to Supporting Young Men of Color (Robert M. Francis); (9) Making College Real for Young Men of Color (Heather McDonnell); (10) Success Is Shared: A Teacher-Counselor Collaboration for ELL Students (Liliana Cuevas and Karen Lapuk); and (11) Building Partnerships: What Is the Return on Investment? (April E. Bell). Resource list is included. Individual articles contain footnotes.   [More]  Descriptors: Minority Groups, African American Students, Males, Educational Experience

Ellen, Ingrid Gould; Horn, Keren Mertens (2012). Do Federally Assisted Households Have Access to High Performing Public Schools? Civil Rights Research, Poverty & Race Research Action Council (NJ1). A family's housing unit provides more than simply shelter. It also provides a set of neighborhood amenities and a package of local public services, including, most critically, a local school. Yet housing and education policymakers rarely coordinate their efforts, and there has been little examination of the schools that voucher holders or other assisted households actually reach. In this project the authors describe the elementary schools nearest to households receiving four different forms of housing assistance in the country as a whole, in each of the 50 states, and in the 100 largest metropolitan areas. They compare the characteristics of these schools to those accessible to other comparable households. The authors pay particular attention to whether voucher holders are able to reach neighborhoods with higher performing schools than other low-income households in the same geographic area. In brief, they find that assisted households as a whole are more likely to live near low-performing schools than other households. Surprisingly, Housing Choice Voucher holders do not generally live near higher performing schools than households receiving other forms of housing assistance, even though the voucher program was created, in part, to help low-income households reach a broader range of neighborhoods and schools. While voucher holders typically live near schools that are higher performing than those nearest to public housing tenants, they also typically live near schools that are slightly lower performing than those nearest to households living in Low Income Housing Tax Credit (LIHTC) and Project-based Section 8 developments and lower performing than those nearest to other poor households. (Contains 7 figures, 7 tables, and 9 footnotes.) [The following appendices are available on the publisher's website: (1) State-by-state tables; (2) Metropolitan area tables; (3) National distributions of family units by school performance; and (4) Top 100 MSAs–percentile rankings for each housing program.]   [More]  Descriptors: Academic Achievement, Civil Rights, Neighborhoods, Metropolitan Areas

Khalifa, Muhammad (2012). A "Re"-New-"ed" Paradigm in Successful Urban School Leadership: Principal as Community Leader, Educational Administration Quarterly. Purpose: This article examines the impact that a principal's community-leadership has on school-community relations and student outcomes. Comparisons are drawn between leadership behaviors that emphasize school-centered approaches and community-centered approaches. Research Methodology: Ethnographic research methodology was conducted over a 2-year period, during which the researcher conducted participant observations, interviews, and descriptive and interpretive memoing. Findings: The principal's role as community leader–including high principal visibility in the community and advocacy for community causes–led to trust and rapport between school and community. Consequently, parents who were previously hostile changed their relationship with school, and supported his or her handling of their children. This led to improved academic outcomes for students. Implications: This study has implications for how principals view their role, presence in, and relationship with the community. It also offers reflection on how and where the center of school-community relationships should be (i.e., school vs. community).   [More]  Descriptors: Principals, Instructional Leadership, Community Leaders, Administrator Role

Stepanikova, Irena (2012). Racial-Ethnic Biases, Time Pressure, and Medical Decisions, Journal of Health and Social Behavior. This study examined two types of potential sources of racial-ethnic disparities in medical care: implicit biases and time pressure. Eighty-one family physicians and general internists responded to a case vignette describing a patient with chest pain. Time pressure was manipulated experimentally. Under high time pressure, but not under low time pressure, implicit biases regarding blacks and Hispanics led to a less serious diagnosis. In addition, implicit biases regarding blacks led to a lower likelihood of a referral to specialist when physicians were under high time pressure. The results suggest that when physicians face stress, their implicit biases may shape medical decisions in ways that disadvantage minority patients.   [More]  Descriptors: Educational Strategies, Medical Services, Social Bias, Physicians

Henfield, Malik S.; McGee, Ebony O. (2012). Intentional Teacher-School Counselor Collaboration: Utilizing Culturally Relevant Frameworks to Engage Black Males, Interdisciplinary Journal of Teaching and Learning. Teachers and school counselors must be trained to address many issues confronting students, including Black males. Increasingly, interdisciplinary partnerships are becoming the educational norm as a method to address the many problems that directly and indirectly impact students inside and outside school environments. However, too little has been written specifically in the teacher education literature about the potential of teacher-school counselor partnership (TSCP). Moreover, virtually nothing has been written about culturally relevant frameworks that teachers and school counselors can use to build partnerships designed to successfully engage and meet the unique and specific needs of Black males. This article presents the Phenomenological Variant of Ecological Systems Theory (PVEST) and Social Cognitive Career Theory (SCCT) as frameworks for establishing culturally congruent TSCPs with the potential to address Black males' academic and career concerns by meeting their personal and social needs. A vignette is presented to demonstrate the potential utility of the frameworks when working with Black males.   [More]  Descriptors: Counselor Teacher Cooperation, Phenomenology, Systems Approach, Social Cognition

Posselt, Julie Renee; Jaquette, Ozan; Bielby, Rob; Bastedo, Michael N. (2012). Access without Equity: Longitudinal Analyses of Institutional Stratification by Race and Ethnicity, 1972-2004, American Educational Research Journal. The competitive dynamics that sustain stratification among postsecondary institutions have reinforced racial inequality in selective college enrollment between 1972 and 2004. Using a data set constructed from four nationally representative surveys (National Longitudinal Survey 1972, High School & Beyond 1980, National Educational Longitudinal Survey 1988, and Educational Longitudinal Survey 2002), the authors model how escalating admissions standards–including academic preparation and the growing importance of SAT scores and extracurricular leadership–effectively maintain racial inequality in selective college enrollment over time. Black and Latino students have made strides in their pre-collegiate academic preparation. Nevertheless, although access to postsecondary education has expanded since 1972 for all ethnic groups, Black and Latino students' odds of selective college enrollment have declined relative to White and Asian American students.   [More]  Descriptors: Academic Achievement, Enrollment Trends, Race, Asian American Students

Shah, Seema; Sato, Grace (2012). Where Do We Go from Here? Philanthropic Support for Black Men and Boys, Foundation Center. Nearly every major indicator of economic, social, and physical well-being shows that black men and boys in the U.S. do not have access to the structural supports and opportunities needed to thrive. This results in negative consequences not only for black males themselves, but also for the larger well-being of society. Several prominent foundations have sponsored initiatives supporting black men and boys over the past two decades, and funding in this area has risen modestly in recent years. In 2011, George Soros and Michael Bloomberg brought a new wave of visibility by committing $30 million each to a New York City initiative designed to improve the life outcomes of men of color. It is within this context that the Open Society Foundations' Campaign for Black Male Achievement commissioned this report, which examines U.S. foundation giving explicitly in support of black males by issue area, type of support, and geographic area served. The analyses explore patterns of giving by larger U.S. foundations over the past eight years, with a focus on giving from 2008 to 2010. Key findings are discussed in this paper. Methodology is appended.   [More]  Descriptors: Males, Fund Raising, Adults, Children

Blazer, Christie (2012). 2011-2012 Overview of M-DCPS' Academic Performance. Information Capsule. Volume 1203, Research Services, Miami-Dade County Public Schools. This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2011-2012 school year. Over the past year, the Florida Department of Education made over 28 changes to the school grading formula, including the transition to new, more rigorous assessments, new accountability components, and inclusion of students with disabilities and English language learners in all parts of the school grade calculations. In spite of these major changes, M-DCPS posted stronger than expected School Performance Grades, with almost half of the District's schools earning an "A" and only 2% of schools receiving an "F." Overall, M-DCPS earned a District Performance Grade of "B." More rigorous scoring criteria used for the 2012 FCAT Writing led to decreases in the percentages of M-DCPS students passing the exam at all three grade levels tested. On the FCAT 2.0 Reading and FCAT 2.0 Science, results were mixed for M-DCPS students with performance gains noted at some grade levels but not at others. On the FCAT 2.0 Mathematics, the percentages of M-DCPS students scoring at the higher achievement levels increased at all of the six grade levels tested. The percentages of M-DCPS students receiving passing scores on the Algebra 1 End-of-Course (EOC) Assessment increased at four of six grade levels. The District's middle grades students performed remarkably well, with 89-90% achieving scores required to earn high school credit. The District made some progress reducing the achievement gap on the FCAT 2.0 Reading, Mathematics, and Science, with improvements at some grade levels noted. On the FCAT Writing, however, the more stringent criteria used to score the exam led to a widening of the achievement gap at all three grade levels tested. On the Algebra 1 EOC Assessment, the gap between White students and both Black and Hispanic students decreased across all grade levels tested. (Contains 7 figures and 5 tables.) [For the 2010-11 edition, see ED536517.]   [More]  Descriptors: Public Schools, Academic Achievement, School Effectiveness, Grading

Stuart, Reginald (2012). Playing Fair?: Minority Research Institutions Call for NIH to Address Funding Disparities, Diverse: Issues in Higher Education. When Ph.D. science and health researchers are seeking financial support for their health science studies, more often than not they apply to the federal government's National Institutes of Health (NIH) for an RO1 research grant, which boosts a project's standing in the research community as well as the career of the applicant. Even before the NIH Ph.D. study, leaders in the HBCU community had begun to speak more about the need for the NIH to address the funding disparities. In December 2010, Hampton University President William Harvey, writing in his capacity as chairman of President Obama's Advisory Board on Historically Black Colleges and Universities, complained of the "paucity" of research funding being awarded to "HBCUs in general and minority researchers, specifically." In this article, the author discusses how minority research institutions call for NIH to address funding disparities.   [More]  Descriptors: Advisory Committees, Black Colleges, Financial Support, College Presidents

Harber, Kent D.; Gorman, Jamie L.; Gengaro, Frank P.; Butisingh, Samantha; Tsang, William; Ouellette, Rebecca (2012). Students' Race and Teachers' Social Support Affect the Positive Feedback Bias in Public Schools, Journal of Educational Psychology. This research tested whether public school teachers display the positive feedback bias, wherein Whites give more praise and less criticism to minorities than to fellow Whites for equivalent work. It also tested whether teachers lacking in school-based social support (i.e., support from fellow teachers and school administrators) are more likely to display the positive bias and whether the positive feedback bias applies to Latinos as well as to Blacks. White middle school and high school teachers from 2 demographically distinct public school districts gave feedback on a poorly written essay supposedly authored by a Black, Latino, or White student. Teachers in the Black student condition showed the positive bias, but only if they lacked school-based social support. Teachers in the Latino student condition showed the positive bias regardless of school-based support. These results indicate that the positive feedback bias may contribute to the insufficient challenge that undermines minority students' academic achievement.   [More]  Descriptors: Academic Achievement, Race, African American Students, Minority Group Students

Ramey, Linda (2012). Engaging Urban Students in a Schoolyard Beautification and Gardening Project, Online Submission. Community gardening provides many benefits for students like outdoor physical activity, an understanding of plant life cycles, food production and healthy eating (Blair, 2009; Whiren, 1995). Gardening also provides hands-on learning opportunities to draw parallels between what is needed for plants to grow and what students need to be healthy. When a college of education and university office of community service learning partner with a K-8 school in an urban area, students and the neighborhood, all of those involved can benefit. Educators know that students learn by doing and that community involvement enriches the learning experience while teaching valuable lessons about giving back while helping others. This gardening project was part of a larger campus community gardening outreach project to address local food insufficiency concerns and provide education about sustainability via gardening. This successful project provides key insights into the need to make solid connections, in sequenced lessons, between what students' prior knowledge and what they see in their everyday lives, then tapping into their creativity. Diversity, plants, gardening, food, nutrition and related topics serve as vehicles to introduce concepts that integrate design and STEM education principles. [The College of Education and Human Services provided partial funding for this Partnership School Beautification and Gardening Project, which took place from May 1st to May 28th, 2012. Other support for this project was provided by Ohio Campus Compact through the Volunteers in Service to America (VISTA) Summer Associates program.]   [More]  Descriptors: Prior Learning, Physical Activities, Plants (Botany), Agricultural Production

Romanik, Dale; Rembowski, Mary (2012). College Readiness: A Compendium of M-DCPS Results from the Florida College Placement Test, 2007 to 2010, Research Services, Miami-Dade County Public Schools. Section 1008.30 (formerly 240.117), Florida Statutes, requires the State Board of Education to develop and implement a common placement testing program to assess the basic computation and communication skills of students who intend to enter a degree program at any public community college or state university. Every year the State provides reports to districts and high schools on their graduates' performance on these entry-level placement tests administered at Florida public community colleges and state universities. All entering freshmen must demonstrate certain basic skills before beginning college-level courses. This report focuses on the test results for students who: (1) graduated during the 2006-07, 2007-08, 2008-09, and 2009-10 school year with a standard diploma; and (2) entered a Florida public university or community college as degree-seeking students. The compendium is organized by M-DCPS senior high schools and includes the number of students tested as well as the percent of students scoring above the established criteria or cutoff established by Florida Statutes. The present compendium has been completed to assist M-DCPS high schools in preparation of students for college. These results can be used by high schools to determine the extent to which graduates are prepared for college-level courses.   [More]  Descriptors: Scoring, Community Colleges, Communication Skills, College Freshmen

Research Services, Miami-Dade County Public Schools (2012). Dropout and Graduation Rates 2010-2011. Research Brief. Volume 1107. The District conducts a "cross-sectional" analysis of student dropouts annually; it examines dropout rates among students enrolled in various grades at one point in time. A "longitudinal" analysis, also conducted annually, tracks a group of students in the same grade or cohort over a period of several years. Each method addresses a different aspect of how many students are dropping out of school. This research brief provides information on the cross-sectional and longitudinal dropout rates and longitudinal graduation rates for 2010-2011. (Contains 7 tables.) [For the 2009-2010 edition of this report, see ED536597.]   [More]  Descriptors: Dropouts, Graduation, Dropout Rate, Graduation Rate

Albright, Ruth E. (2012). The Impact of Music on Student Achievement in the Third and Fifth Grade Math Curriculum, ProQuest LLC. Research indicates students who engage in music exhibit improved cognitive development. The quantitative study was conducted in a large suburban school district in Southeast Georgia. This study investigated the impact of music on student achievement when music is incorporated with the core academic subject of mathematics at the elementary level. This goal was accomplished by using a pretest-posttest control group design with a population of 51 third grade students and 51 fifth grade students through a series of analysis of covariance tests (ANCOVA). The t-test results showed statistically significant difference when comparing the experimental and control groups: t (26) = 6.11, p less than 0.000, t(23) = 3.73, p less than 0.001, t(26) = 6.01, p less than 0.000, t(23) = 7.30, p less than 0.000. Analysis of Covariance (ANCOVA) was used with the data to answer Research Question 2. Both groups showed significant difference. White students in both the control and experimental group outperformed black students in the experimental and control groups, F (7, 94) = 5.47, p less than 0.000. In answer to Research Question 3, when comparing the high socioeconomic group to the low socioeconomic group we find that many of the low socioeconomic groups scored higher than the high socioeconomic status groups F(7,94) = 6.03, p less than 0.000. It is recommended that future studies incorporate a power analysis to ensure sufficient sample size. The findings benefit teachers and students by presenting data supporting how the use of baroque and classical music playing along with music integration into the math curriculum is an important role in increasing student achievement in mathematics.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:…   [More]  Descriptors: Academic Achievement, Mathematics Achievement, Program Effectiveness, Statistical Analysis

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