Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth: A Review of Research

2021 ◽  
pp. 074193252110467
Author(s):  
Lindsay M. Fallon ◽  
Emily R. DeFouw ◽  
Talia S. Berkman ◽  
Sadie C. Cathcart ◽  
Breda V. O’Keeffe ◽  
...  
Keyword(s):  
Academic Success ◽  
Classroom Environment ◽  
Academic Outcomes ◽  
Culturally Responsive ◽  
Classroom Intervention ◽  
Design Standards ◽  
Quantitative Studies ◽  
Effective Pedagogy ◽  
Instructional Environments ◽  
Or Practice

For decades, racially and ethnically minoritized youth have been subject to unequal distributions of access and opportunity in school, leading to inequities in academic outcomes. Educators require knowledge and skills to provide relevant instruction and create a more supportive, effective classroom environment. This systematic review includes 24 qualitative and quantitative studies in which researchers investigated a culturally responsive classroom intervention or practice to promote academic outcomes for racially and ethnically minoritized youth. Within these studies, authors described several approaches to promote academic success: (a) developing authentic partnerships with families, (b) using effective pedagogy with students’ culture infused, and (c) accessing rigorous professional development. In addition, studies were assessed for methodological quality, and qualitative works met design standards more often than the quantitative studies reviewed. Implications include the need for additional research to inform comprehensive support for educators to design effective instructional environments for all students, especially those who have historically encountered systemic barriers in school.

Reconceptualizing Classroom Management in the Ensemble: Considering Culture, Communication, and Community

2021 ◽  
Vol 107 (4) ◽  
pp. 21-27
Author(s):  
Lisa D. Martin
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Classroom Environment ◽  
Culturally Responsive ◽  
Power Structures ◽  
Safe Spaces ◽  
Culturally Embedded

Classroom management is commonly understood as the structures and procedures that establish and reinforce a productive learning environment. However, traditional conceptualizations of classroom management are rife with culturally embedded norms, assumptions, power structures, and other roadblocks to a healthy classroom environment for all students. While certain routines can help set the stage for learning, teachers must critically examine such routines and expectations to establish a classroom environment that supports learners’ varying needs and backgrounds. This article unpacks several challenges with classroom management and offers offer a culturally responsive approach that supports community over compliance, moving toward democracy, mutual regard, and safe spaces.

scholarly journals Outcomes for Black Students in Team-Based Learning Courses

2018 ◽  
Vol 50 (1) ◽  
pp. 66-86 ◽  
Author(s):  
Caroline Macke ◽  
James Canfield ◽  
Karen Tapp ◽  
Vanessa Hunn
Keyword(s):  
Academic Success ◽  
Black Students ◽  
Postsecondary Education ◽  
Academic Outcomes ◽  
Social Work Students ◽  
Grade Point ◽  
Course Grades ◽  
White Institutions ◽  
Team Based Learning ◽  
The Impact

Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.

Changing the Conversation: A Culturally Responsive Perspective on Executive Functions, Minoritized Children and Their Families

2021 ◽  
Author(s):  
Dana Miller-Cotto ◽  
Leann V. Smith ◽  
Andrew David Ribner ◽  
Aubrey H Wang
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Cognitive Science ◽  
Academic Outcomes ◽  
Culturally Responsive ◽  
Family Resources ◽  
Lower Socioeconomic ◽  
Research Findings ◽  
Racial Ethnic

Executive functions remain one of the most investigated variables in both cognitive science and in education given its high correlation with numerous academic outcomes. Differences in executive function skills between children from higher socioeconomic and lower socioeconomic homes, as well as children from different racial/ethnic backgrounds, are often attributed to the quality of their environment and family resources. The goal of this essay is to highlight commonly held beliefs about executive functions in the field and provide alternative explanations for existing research findings for minoritized children and their families. We provide a summary of the literature on executive functions, how it’s often measured, how it develops, and how we might view research findings differently with greater knowledge of the groups we are studying.

The Principal and the PEA (Parent Education Association)

2019 ◽  
Vol 22 (2) ◽  
pp. 39-53
Author(s):  
Rene O. Guillaume ◽  
Azadeh F. Osanloo ◽  
Kristin L. Kew
Keyword(s):  
Academic Success ◽  
Rural Communities ◽  
Parental Involvement ◽  
Parent Education ◽  
Culturally Responsive ◽  
Educational Leaders ◽  
Immigration Policies ◽  
Education Association ◽  
Changing Demographics

With discourse on immigration policies being brought to the forefront in U.S. education, educational leaders need to be more conscious than ever of changing demographics, diversity, and the multilingual and multicultural value of their students and community. This case study focuses on how educational leaders engage with Latino/a parents and how caregivers in Southwest borderland rural communities can assist in the academic success of their Latino/a students from a culturally responsive approach. The principal and the PEA (Parent Education Association) encourages administrators to engage in conversations regarding immigration policies and parental involvement in hopes of better understanding cultural disparities in parental involvement.

scholarly journals Sexual Minority Status, Anxiety–Depression, and Academic Outcomes: The Role of Campus Climate Perceptions among Italian Higher Education Students

2020 ◽  
Vol 10 (12) ◽  
pp. 179
Author(s):  
Anna Lisa Amodeo ◽  
Concetta Esposito ◽  
Camilla Esposito ◽  
Dario Bacchini
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Minority Students ◽  
Sexual Minority ◽  
Academic Outcomes ◽  
Campus Climate ◽  
Minority Status ◽  
European Higher Education ◽  
Climate Perceptions ◽  
Anxiety Depression

Students from sexual minorities generally describe Higher Education contexts as unwelcoming and chilly environments. Based on the Minority Stress theory, these disparities in climate perceptions may lead sexual minority students to negative health and academic outcomes. To date, research documenting the experience of sexual minority students within European Higher Education Institutions is limited. Framed within campus climate literature, the current study aimed to expand on previous knowledge by investigating the associations between sexual minority status, students’ perceptions of campus climate and psychological (i.e., anxiety–depression), and academic outcomes (i.e., intellectual and academic success and considering leaving the university) using a self-selected sample of 868 Italian university students (17.9% sexual minority students). The results showed that sexual minority status was associated with negative perceptions of campus climate, which, in turn, were associated with higher levels of anxiety–depression symptoms, lowered academic success, and a high probability of considering leaving university. Further research is needed to investigate the experience of sexual minority students within European Higher Education contexts and to explore possible actions that could contribute to fostering a greater sense of belonging to the campus community for all students, and particularly for students from sexual minority groups.

scholarly journals Interactive Whiteboards in Mathematics Teaching: A Literature Review

2014 ◽  
Vol 2014 ◽  
pp. 1-16 ◽  
Author(s):  
Mauro De Vita ◽  
Lieven Verschaffel ◽  
Jan Elen
Keyword(s):  
Classroom Environment ◽  
Large Scale ◽  
New Technology ◽  
Interactive Whiteboards ◽  
Technology In The Classroom ◽  
Mathematical Concepts ◽  
Mathematics Classrooms ◽  
Instructional Environments ◽  
Innovative Tool

An interactive whiteboard (IWB) is a relatively new tool that provides interesting affordances in the classroom environment, such as multiple visualization and multimedia presentation and ability for movement and animation. These affordances make IWBs an innovative tool with high potential for mathematics instructional environments. IWBs can be used to focus on the development of specific mathematical concepts and to improve mathematical knowledge and understanding. The aim of this paper is to review the existing literature upon the use of interactive whiteboards (IWBs) in mathematics classrooms. The reviewed studies offer a wide view of IWBs’ affordances, of the more interesting didactic practices, and of the difficulties of embedding this new technology in the classroom. The capabilities of IWBs to enhance the quality of interaction, and, consequently, to improve conceptual mathematical understanding are broadly recognized. Despite these capabilities, evidence from the studies points to a certain inertia on the part of many teachers to do anything else than use IWBs as large-scale visual blackboards or presentation tools. The emerging view of how to attempt to overcome these obstacles is that there is need for greater attention to the pedagogy associated with IWB use and, more specifically, to stimulate the design of new kinds of learning environments.

scholarly journals Extracurricular Participation, Collective Self-Esteem, and Academic Outcomes Among College Students

2020 ◽  
Vol 25 (4) ◽  
pp. 318-326
Author(s):  
Casey A. Knifsend ◽  
Leigh A. Green ◽  
Kathryn L. Clifford
Keyword(s):  
Academic Success ◽  
Identity Development ◽  
Grade Point Average ◽  
Extracurricular Activities ◽  
Peer Relations ◽  
Academic Outcomes ◽  
Self Esteem ◽  
Grade Point ◽  
Collective Self ◽  
Collective Self Esteem

Participating in extracurricular activities during college has been linked with positive peer relations and academic success (e.g., Astin, 1984; Stuart et al., 2011). Yet, less research has focused on identity development and collective self-esteem within extracurricular activities, or whether such positive attitudes about one’s activity membership are associated with academic outcomes. In the current study, analyses focused primarily on those who were in at least one activity (n = 109), who reported on friendships within their activity, perceptions of interdependence among members, and collective self-esteem within their activity, as well as their feelings of belonging on campus and grade point average. Regression analyses suggested that having friends in one’s activity (β = .33, p = .001) and higher interdependence (β = .51, p < .001) predicted higher collective self-esteem, with a total adjusted R2 = .44. In turn, greater collective self-esteem was associated marginally with higher feelings of belonging (β = .20, p = .07, adjusted R2 = .07) and grade point average for those in fraternities or sororities (interaction β = .34, p = .006; adjusted R2 = .17; simple slope for Greek organizations: β = .42, p = .07). These findings underscore the importance of considering different dimensions of extracurricular involvement (i.e., both whether one is involved, as well as positive feelings about one’s activity), and provide recommendations to student affairs professionals as to how activities may be structured to promote optimal outcomes during college.

scholarly journals Online engagement and performance on formative assessments mediate the relationship between attendance and course performance

2022 ◽  
Vol 19 (1) ◽  
Author(s):  
Chang Lu ◽  
Maria Cutumisu
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Formative Assessment ◽  
Academic Outcomes ◽  
Formative Assessments ◽  
Learning Engagement ◽  
Class Attendance ◽  
And Performance ◽  
The Impact ◽  
The Relationship

AbstractIn traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students’ log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect on academic outcomes, but it promotes performance by leveraging online learning engagement and formative assessment performance. Findings contribute to understanding the impact of in-class attendance on course academic performance and the interplay of in-class and online-learning engagement factors in the context of technology-enhanced courses. This study recommends using a variety of educational technologies to pave multiple pathways to academic success.

scholarly journals Reclassification and Academic Success among English Language Learners: New Evidence from a Large Urban School District

2013 ◽  
Vol 13 (1) ◽  
pp. 107-136
Author(s):  
Gary Painter ◽  
Edward Flores
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Instrumental Variables ◽  
Academic Outcomes ◽  
Fixed Effects ◽  
English Language ◽  
Urban School District ◽  
The Impact ◽  
New Evidence

Abstract: On average, English Language Learners (ELLs) have inferior academic performance than their peers who speak English fluently. Research has also shown that ELLs that are reclassified as English Proficient (R-FEP) often have outcomes that approach or exceed comparable peers who are initially fluent in English upon entering school, but many of these past approaches suffer from various methodological deficiencies. In this analysis, we analyse the impact of reclassification on a broad set of academic outcomes using a number of methods to address this question, including fixed effects and instrumental variables methods. There are clear differences in academic outcomes between those students who are never reclassified and those who are R-FEP English Proficient. However, the evidence suggests that, on the margin, there is little or no incremental benefit for students that are reclassified before their peers.

Parental Involvement

2020 ◽  
Author(s):  
Barbara Otto ◽  
Julia Karbach
Keyword(s):  
Academic Success ◽  
Parental Involvement ◽  
Academic Outcomes ◽  
Empirical Studies ◽  
School Context ◽  
Theoretical Framework ◽  
Future Research ◽  
Main Body ◽  
Family Setting ◽  
The Way

In the recent years, parental involvement in a child’s academic development has been of great scientific interest. As parental involvement is a broad term it encompasses many parental activities that need to be further specified. In line with this, no widely accepted theoretical framework of parental involvement exists so far. Moreover, in terms of assessment of parental involvement a large variety of instruments have been applied: Parental involvement has been assessed by behavioral observations, self-reports, or reports by others. In spite of a missing definition and widely accepted theoretical framework, a myriad of research has been conducted to identify determinants and correlates of parental involvement. In this context, several empirical studies have revealed that the way parents get involved in their children’s schooling depends on a diverse set of variables, which refer not only to the parents themselves, but also to the family setting and the school context. However, the main body of research has focused on the effects of parental involvement. Although it has been found to be a significant predictor for children’s academic success parental involvement also seems to show changes related to the child’s age and grade level. Moreover, the different dimensions of parental involvement seem to have differential predictive value for students’ academic outcomes. Less empirical studies have been done referring to the associations of parental involvement with academic outcomes other than performance. Moreover, the very few intercultural studies conducted in this field suggest there might be similarities but also differences between Western and Eastern parents in the way how they get involved with their children’s education. Based on the presented aspects, future research should aim at developing a consistent definition and widely accepted theoretical framework of parental involvement as well as further investigate underlying determinants and mechanisms.

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