School climate and teacher beliefs in a school effectively serving poor South Carolina (USA) African-American students: A case study

2007 ◽  
Vol 23 (4) ◽  
pp. 529-540 ◽  
Author(s):  
Kimberly E. Brown ◽  
Frederic J. Medway
Keyword(s):  
South Carolina ◽  
African American ◽  
School Climate ◽  
Teacher Beliefs ◽  
African American Students ◽  
American Students

Roll of Thunder, Hear My Cry

2020 ◽  
pp. 78-111
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance

2016 ◽  
Vol 54 (3) ◽  
pp. 397-429 ◽  
Author(s):  
Daniel D. Liou ◽  
Erin Rotheram-Fuller
Keyword(s):  
African American ◽  
African American Students ◽  
Public Perceptions ◽  
Academic Expectations ◽  
Small School ◽  
Ethnographic Case Study ◽  
Positive Identity ◽  
American Students ◽  
Intervening Factors

Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American students felt a strong sense of positive identity with their small school, despite racist public perceptions of it. Within the classroom, students continued to face persistent low academic expectations despite the school’s pursuits of equity.

Roll of Thunder, Hear My Cry

2021 ◽  
pp. 781-806
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

To Be Young, Gifted, and Black?: A Case Study of Positive Interventions within an Inner-City Classroom of African American Students

2001 ◽  
Vol 70 (4) ◽  
pp. 243 ◽  
Author(s):  
Gwendolyn Cartledge ◽  
Julie Sentelle ◽  
Scott Loe ◽  
M. Charles Lambert ◽  
Evette Simmons Reed
Keyword(s):  
African American ◽  
Inner City ◽  
African American Students ◽  
Positive Interventions ◽  
American Students

Roll of Thunder, Hear My Cry

2021 ◽  
pp. 75-99
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

Measuring Urban Teachers’ Beliefs About African American Students

2012 ◽  
Vol 31 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Prathiba Natesan ◽  
Vincent Kieftenbeld
Keyword(s):  
African American ◽  
Teacher Beliefs ◽  
Psychometric Properties ◽  
African American Students ◽  
European American ◽  
Hispanic American ◽  
Urban Teachers ◽  
African American Teachers ◽  
American Students ◽  
Teachers Beliefs

Understanding urban teachers’ beliefs about African American students has become important because (a) many teachers are reluctant to teach students from other cultures, and (b) most teachers are European American. To construct a psychometrically sound measure of teacher beliefs, the authors investigate the measurement properties of a teacher beliefs factor. This factor was selected from an inventory of items that purported to measure urban teachers’ cultural awareness and beliefs. Measurement invariance of the teacher beliefs factor across European American, African American, and Hispanic American teachers addressed its construct validity. The authors examine the psychometric properties of these items using graded response multilevel analysis. The final 5-item factor showed highest level of invariance for African American and European American teachers but did not fit Hispanic American teachers well. All the five items had good psychometric properties. Analyses of latent means showed that African American teachers had more positive beliefs about African American students than European American teachers did. However, the latent scores were bimodally distributed for African American teachers showing that one subgroup of African American teachers had similar beliefs as European American teachers while another subgroup had more positive beliefs.

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