Factors That Affect Learning Among Minority Youth

Author : James A. Vásquez
Publisher :
ISBN 13 :
Total Pages : 292 pages
Book Rating : 4.80/5 ( download)

DOWNLOAD NOW!

Download or read book Factors that Affect Learning Among Minority Youth written by James A. Vásquez and published by . This book was released on 1981 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This bibliography of materials related to minority youth covers the years 1950 to 1979 and includes materials on values, family and socialization practices, self-concept, cooperation and competition as achievement factors, sex roles, role models, peer influences, teacher/student expectations, and instructional strategies. The chapter on cooperation and competition (p. 162-176) provides a good historical listing of materials, many of which have not been included in this annotated bibliography because of the date of the research.

Author : Mavis G. Sanders
Publisher : Routledge
ISBN 13 : 1135674612
Total Pages : 411 pages
Book Rating : 4.18/5 ( download)

DOWNLOAD NOW!

Download or read book Schooling Students Placed at Risk written by Mavis G. Sanders and published by Routledge. This book was released on 2013-06-17 with total page 411 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines historical approaches and current research and practice related to the education of adolescents placed at risk of school failure as a result of social and economic conditions. One major goal is to expand the intellectual exchange among researchers, policymakers, practitioners, and concerned citizens on factors influencing the achievement of poor and minority youth, specifically students in middle and high schools. Another is to encourage increased dialogue about policies and practices that can make a difference in educational opportunities and outcomes for these students. Although the chapters in this volume are not exhaustive, they represent an array of theoretical and methodological approaches that provide readers with new and diverse ways to think about issues of educational equality and opportunity in the United States. A premise that runs through each chapter is that school success is possible for poor and minority adolescents if adequate support from the school, family, and community is available. *The conceptual approach (Section I) places the research and practice on students placed at risk in a historical context and sets the stage for an important reframing of current definitions, research, policies, and practices aimed at this population. *Multiple research methodologies (Sections II and III) allow for comparisons across racial and ethnic groups as well as within groups, and contribute to different and complementary insights. Section III, "Focus on African-American Students," specifically addresses gender and social class differences among African-American adolescents. *Current reform strategies presently being implemented in schools throughout the United States are presented and discussed (Part IV). These strategies or programs highlight how schools, families, and communities can apply research findings like the ones this book presents, thus bridging the often wide gap between social science research and educational practice.

Author : Anthony Batts (II.)
Publisher :
ISBN 13 :
Total Pages : 160 pages
Book Rating : 4.05/5 ( download)

DOWNLOAD NOW!

Download or read book A Mixed Methods Study written by Anthony Batts (II.) and published by . This book was released on 2020 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mixed methods study investigated how the students’ social experiences with peers, community individuals and parents contribute to the academic success within reading, writing, speaking and communication. Students enrolled in AP courses in an urban school present a unique dynamic to the education composition of the modern schooling system. This study sought to understand how students who are high performing in literacy differ from their low performing peers despite learning in very similar conditions. This presents the relationship between non-academic factors of literacy development and the academic performance of minority youth enrolled in AP courses within an urban school. The problem in this study addressed a lack of knowledge about the role of non-academic factors of literacy development that contribute to the success of minority students enrolled in AP courses. Academic performance within the traditional education setting is the primary way to assess a student’s literacy comprehension. It is important to capture the perspective of minority students enrolled within AP courses of an urban public school because they offer an exclusive perspective of a student’s actions when they are not in school. Academic performance is the distinct difference between higher and lower performing students yet their academic performance is strengthened through embedded learning practices. The study answered the central research question and four sub research questions: Central Research question: 1.What is the relationship between non-academic factors of literacy development and the academic performance of minority youth enrolled in AP courses within an urban education school? The sub-questions related to the central research questions: 1.What socialcultural and educational factors are significant to the literacy development of minority youth within the public urban education school setting? 2.How do minority students in an urban school perceive social interactions as an influence for literacy development? 3.How do minority students in an urban school feel parents and guardian interactions influence literacy development? 4.How do urban minority students in an AP literature class perceive literacy development? In this study, a total of thirty students were randomly selected from the eleventh and twelfth grade students who were enrolled within an AP English course. The quantitative data were collected using a modified version of the Hemingway adolescent connectedness survey to understand where a student feels the greatest connection and influence. Key findings from the survey presented a positive connection between students and teachers, students are connected to their schools, students value their teachers, students value their community despite the negativity that may surround their community, and parents influence student literacy. The qualitative data were collected through 1:1 semi-structured open-ended interview questions. Key findings from the interviews emerged from the transcribed data which were then coded. Key findings from the qualitative data show that students perceive that the non-academic factors of literacy are developed through: Knowledge of Literacy, Education adversity, Socialcultural literacy and Literacy outlook. The quantitative and qualitative findings were mixed to present the following results: 1.Students are self-aware of the aspects that contribute to literacy as an influence of their perspective on school. 2.Students use social groups as a non-academic tool to further develop literacy. 3.Parent actions encourage student achievement. 4.Education difficulties are embedded in Social status, curriculum and motivation towards student performance. The results offered the conclusion of the study that students enrolled in AP courses are influenced by the interactions in which they choose to connect. Students intentionally associate with various social, community, and friend groups to expand their knowledge of different topics in which they tend to use as a way to have success on academic assignments and tasks. This study provides opportunities for the progression of future research surrounding emergent literacy strategies that engage students who attend urban schools and the influence of critical literacy for students entering urban high school. Exploring emergent literacy strategies coupled with non-academic activities of students who attend urban public elementary, and middle schools will help understand how minority students develop a foundation for future literacy growth.

Author : Elena Makarova
Publisher : Routledge
ISBN 13 : 9780367516369
Total Pages : 0 pages
Book Rating : 4.65/5 ( download)

DOWNLOAD NOW!

Download or read book Acculturation and School Adjustment of Minority Students written by Elena Makarova and published by Routledge. This book was released on 2023-09-25 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses the trajectories of minority students' acculturation in terms of school and family-related characteristics that are influential for school adjustment of minority youths. This book was originally published as a special issue of the journal, Intercultural Education.

Author : Grace Thomas Nickerson
Publisher :
ISBN 13 :
Total Pages : 200 pages
Book Rating : 4.41/5 ( download)

DOWNLOAD NOW!

Download or read book Factors that Impact the Academic Achievement of Minority Students written by Grace Thomas Nickerson and published by . This book was released on 2008 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of the study was to determine the differences among Asian American, African American andHispanic students with respect to parental involvement, frequency of individual study modes, frequency of group study modes, time spent on homework." -- (i)

Author : John U. Ogbu
Publisher : Routledge
ISBN 13 : 1135625530
Total Pages : 330 pages
Book Rating : 4.35/5 ( download)

DOWNLOAD NOW!

Download or read book Black American Students in An Affluent Suburb written by John U. Ogbu and published by Routledge. This book was released on 2003-02-26 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. *Community factors--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.

Author : Jessica T. DeCuir-Gunby
Publisher : Routledge
ISBN 13 : 1317508394
Total Pages : 230 pages
Book Rating : 4.97/5 ( download)

DOWNLOAD NOW!

Download or read book Race and Ethnicity in the Study of Motivation in Education written by Jessica T. DeCuir-Gunby and published by Routledge. This book was released on 2016-06-17 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: Race and Ethnicity in the Study of Motivation in Education collects work from prominent education researchers who study the interaction of race, ethnicity, and motivation in educational contexts. Focusing on both historical and contemporary iterations of race-based educational constructs, this book provides a comprehensive overview of this critical topic. Contributors to the volume offer analyses of issues faced by students, including students’ educational pursuits and aspirations, as well as the roles of students’ family and social networks in achieving educational success. A timely and illuminating volume, Race and Ethnicity in the Study of Motivation in Education is the definitive resource for understanding motivation issues posed by non-dominant groups—including African American, Latino, Asian-Pacific Islanders, and Arab-American students--in educational contexts

Author : Institute of Medicine
Publisher : National Academies Press
ISBN 13 : 0309159687
Total Pages : 229 pages
Book Rating : 4.85/5 ( download)

DOWNLOAD NOW!

Download or read book Expanding Underrepresented Minority Participation written by Institute of Medicine and published by National Academies Press. This book was released on 2011-07-29 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority. Expanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training. The book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development.

Author :
Publisher :
ISBN 13 :
Total Pages : 332 pages
Book Rating : 4.99/5 ( download)

DOWNLOAD NOW!

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Author : David Johnson
Publisher : SAGE Publications, Incorporated
ISBN 13 :
Total Pages : 168 pages
Book Rating : 4.10/5 ( download)

DOWNLOAD NOW!

Download or read book Minorities and Girls in School written by David Johnson and published by SAGE Publications, Incorporated. This book was released on 1997-07-28 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although this country has a stake in educating its citizens well, for much of our history, we have not known in any scientific way what helps and what hinders the academic success of girls and minority group members. This book gives voice to four psychologists (Schofield, Slaughter-Defoe, Eccles, and Betz) who use scientific inquiry to understand what helps and what hinders the academic and life performance of minority students and girls. These are scientists who approach their subject matter with technical skill and personal passion to ask such questions as: What has desegregation accomplished? Can beneficial parent-child interactions be facilitated so as to improve school-related performance? Why are we seeing such low levels of achievement for girls and minorities in math and science? What stops women and minorities from choosing and completing majors in science and engineering? Each chapter represents an effort to communicate a vital area of scientific investigation to those in political life who could use that knowledge to formulate effective public policy. Near the end of each chapter are the questions that each of the authors was asked following the original briefing. These interchanges will show how policy makers begin to think about the use of scientific information in a political context.