Advancing Minority High Achievement
Author | : Geoffrey D. Borman |
Publisher | : |
Total Pages | : 152 |
Release | : 199? |
Genre | : Academic achievement |
ISBN | : |
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Author | : Geoffrey D. Borman |
Publisher | : |
Total Pages | : 152 |
Release | : 199? |
Genre | : Academic achievement |
ISBN | : |
Author | : Geoffrey D. Borman |
Publisher | : |
Total Pages | : 0 |
Release | : 199? |
Genre | : Academic achievement |
ISBN | : |
Author | : L. Scott Miller |
Publisher | : Yale University Press |
Total Pages | : 424 |
Release | : 1995-01-01 |
Genre | : Education |
ISBN | : 9780300072792 |
L. Scott Miller, director of the National Task Force on Minority High Achievement at the College Board, proposes a large-scale, long-term national effort to improve the economic, social, cultural, and institutional factors that influence the educational advancement of minorities.
Author | : Donna Walker James |
Publisher | : |
Total Pages | : 380 |
Release | : 2001 |
Genre | : Academic achievement |
ISBN | : |
Author | : Alfred P. Rovai |
Publisher | : |
Total Pages | : 232 |
Release | : 2007-07-20 |
Genre | : Education |
ISBN | : |
This timely volume brings together a roster of experienced educators and researchers to address the African American achievement gap in higher education. The text provides an overview of recent research on the learning characteristics of African American university students and uses those findings to identify major issues and to foster new and productive inquiry and educational activities. Encompassing both traditional and virtual classrooms, the authors provide research-based strategies that higher-education faculty can use to design courses, pedagogy, and assessments that reach out to all learners in a fair and equitable manner. To help universities close the achievement gap, this book: Describes how African American, hip-hop, and school cultures influence learning and achievement. Identifies racial challenges and offers practical strategies for creating and teaching culturally responsive traditional and online courses. Includes sample lessons and assessment resources that implement many of the strategies described in the book.
Author | : Jennifer Lee |
Publisher | : Russell Sage Foundation |
Total Pages | : 267 |
Release | : 2015-06-30 |
Genre | : Social Science |
ISBN | : 1610448502 |
Asian Americans are often stereotyped as the “model minority.” Their sizeable presence at elite universities and high household incomes have helped construct the narrative of Asian American “exceptionalism.” While many scholars and activists characterize this as a myth, pundits claim that Asian Americans’ educational attainment is the result of unique cultural values. In The Asian American Achievement Paradox, sociologists Jennifer Lee and Min Zhou offer a compelling account of the academic achievement of the children of Asian immigrants. Drawing on in-depth interviews with the adult children of Chinese immigrants and Vietnamese refugees and survey data, Lee and Zhou bridge sociology and social psychology to explain how immigration laws, institutions, and culture interact to foster high achievement among certain Asian American groups. For the Chinese and Vietnamese in Los Angeles, Lee and Zhou find that the educational attainment of the second generation is strikingly similar, despite the vastly different socioeconomic profiles of their immigrant parents. Because immigration policies after 1965 favor individuals with higher levels of education and professional skills, many Asian immigrants are highly educated when they arrive in the United States. They bring a specific “success frame,” which is strictly defined as earning a degree from an elite university and working in a high-status field. This success frame is reinforced in many local Asian communities, which make resources such as college preparation courses and tutoring available to group members, including their low-income members. While the success frame accounts for part of Asian Americans’ high rates of achievement, Lee and Zhou also find that institutions, such as public schools, are crucial in supporting the cycle of Asian American achievement. Teachers and guidance counselors, for example, who presume that Asian American students are smart, disciplined, and studious, provide them with extra help and steer them toward competitive academic programs. These institutional advantages, in turn, lead to better academic performance and outcomes among Asian American students. Yet the expectations of high achievement come with a cost: the notion of Asian American success creates an “achievement paradox” in which Asian Americans who do not fit the success frame feel like failures or racial outliers. While pundits ascribe Asian American success to the assumed superior traits intrinsic to Asian culture, Lee and Zhou show how historical, cultural, and institutional elements work together to confer advantages to specific populations. An insightful counter to notions of culture based on stereotypes, The Asian American Achievement Paradox offers a deft and nuanced understanding how and why certain immigrant groups succeed.
Author | : Theresa Perry |
Publisher | : Beacon Press |
Total Pages | : 196 |
Release | : 2004-02-02 |
Genre | : Education |
ISBN | : 9780807031056 |
“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.
Author | : College Entrance Examination Board. National Task Force on Minority High Achievement |
Publisher | : |
Total Pages | : 64 |
Release | : 1999 |
Genre | : Academic achievement |
ISBN | : |
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 301 |
Release | : 2002-05-11 |
Genre | : Education |
ISBN | : 0309083036 |
This volume summarizes a range of scientific perspectives on the important goal of achieving high educational standards for all students. Based on a conference held at the request of the U.S. Department of Education, it addresses three questions: What progress has been made in advancing the education of minority and disadvantaged students since the historic Brown v. Board of Education decision nearly 50 years ago? What does research say about the reasons of successes and failures? What are some of the strategies and practices that hold the promise of producing continued improvements? The volume draws on the conclusions of a number of important recent NRC reports, including How People Learn, Preventing Reading Difficulties in Young Children, Eager to Learn, and From Neurons to Neighborhoods, among others. It includes an overview of the conference presentations and discussions, the perspectives of the two co-moderators, and a set of background papers on more detailed issues.
Author | : State Higher Education Executive Officers (U.S.). Task Force on Minority Student Achievement |
Publisher | : |
Total Pages | : 90 |
Release | : 1987 |
Genre | : Degrees, Academic |
ISBN | : |