I’m Helping My Son Get Into College; He Is My First Priority

2021 ◽  
pp. 002193472110574
Author(s):  
Emmie Cochran-Jackson
Keyword(s):  
Academic Success ◽  
Black Males ◽  
Parental Expectations ◽  
Academic Excellence ◽  
College Graduation ◽  
Black Parents ◽  
High Expectations ◽  
College Aspiration ◽  
Male College ◽  
Admissions Process

Black male college graduation gaps pose critical questions for parents, teachers, policymakers, and the Black community. Black males face systemic challenges that derail them from higher education. This research, drawing on a larger study, investigated Black parental expectations, strategies, and activities used to cultivate academic success and foster the development of college aspiration in high schoolaged sons. The findings revealed a central theme of parenting with intent, that Black parents: (1) reinforced the importance of school and learning in a family-school nexus; (2) fostered a strong value of attending and completing college to attain success; (3) held high expectations that “set the bar” for academic excellence; (4) instilled class consciousness to develop an awareness of the utility of college; (5) aided in the development of responsibility, agency, and self-efficacy; and (6) evidenced a commitment to their sons as their “first priority” by helping them navigate the college admissions process.

New Tools for Old Problems: Inequality and Educational Opportunity for Ethnic Minority Youth and Parents

2017 ◽  
Vol 674 (1) ◽  
pp. 113-133 ◽  
Author(s):  
Nancy E. Hill ◽  
Julia R. Jeffries ◽  
Kathleen P. Murray
Keyword(s):  
Academic Success ◽  
Race And Ethnicity ◽  
Educational Opportunity ◽  
Socioeconomic Background ◽  
Educational Systems ◽  
Special Focus ◽  
Ethnic Minority Youth ◽  
Socioeconomic Condition ◽  
High Expectations ◽  
Coleman Report

Fifty years after the Coleman Report delineated deep inequities across race and ethnicity in school contexts and outcomes, American families still navigate largely inequitable educational systems. The Coleman Report—with only slightly veiled surprise—also revealed the deep value African Americans place on education, their strong motivation to succeed, and the high expectations that they have for academic success. This article provides a critical analysis of the policies designed to increase equity in and access to high-quality education. With a special focus on adolescents, we show how these policies are experienced differently by families in ways that sustain inequities across ethnicity, race, and socioeconomic background. We also review research on the experiences of students in schools, arguing that policy attempts to mitigate disparities in educational experiences across race and socioeconomic condition have had little if any effect.

scholarly journals Strategies And Initiatives That Revitalize Wesley College STEM Programs

2015 ◽  
Vol 12 (3) ◽  
pp. 195-208
Author(s):  
Malcolm J. D'Souza ◽  
William K. Kroen ◽  
Charlene B. Stephens ◽  
Richard J. Kashmar
Keyword(s):  
Academic Success ◽  
Liberal Arts ◽  
Student Support ◽  
Academic Excellence ◽  
Demographic Diversity ◽  
Stem Majors ◽  
Stem Programs ◽  
Large Numbers ◽  
And Mathematics ◽  
Minority Serving Institutions

Church-related small private liberal arts baccalaureate minority-serving institutions like Wesley College have modest endowments, are heavily tuition-dependent, and have large numbers of financially-challenged students. In order to sustain the level of academic excellence and to continue to build student demographic diversity in its accessible robust Science and Mathematics (STEM) programs, the faculty sought federal and state funds to implement a coordinated program of curriculum enhancements and student support programs that will increase the number of students choosing STEM majors, increase their academic success, and improve retention.

Primary Language: Parental Expectations and Perceptions of Academic Success

2011 ◽  
Author(s):  
Catherine M. Laterza ◽  
Georgette Yetter ◽  
Alicia Wiseman
Keyword(s):  
Academic Success ◽  
Parental Expectations ◽  
Primary Language

Expect the Best; Not the Worst: The Impact of Parental Expectation on Black Males’ Math Scores

2020 ◽  
Vol 51 (8) ◽  
pp. 767-789
Author(s):  
Lawrence J. Jackson ◽  
Jesse R. Ford ◽  
Brittny A. James ◽  
Cydney A. Schleiden ◽  
DeAnna Harris-McKoy ◽  
...  
Keyword(s):  
Black Males ◽  
Parental Expectations ◽  
Gender Disparities ◽  
Parental Expectation ◽  
9Th Grade ◽  
Math Scores ◽  
And Gender ◽  
K 12 ◽  
The Impact ◽  
National Representative Sample

Due to the racial and gender disparities within K-12 education for Black males, this study examines parental expectations as a moderator in the association between student’s educational expectancy and their math scores. This study utilized a national representative sample from the High School Longitudinal Study: 2009 to test hypotheses with 1,282 9th grade Black males. Results indicated significant interaction effects for parental expectations and students’ educational expectancy on their math scores. The authors discuss practical and clinical implications of the results.

Pilot-testing the Vietnamese Parental Attitude Scale

2007 ◽  
Vol 50 (2) ◽  
pp. 213-227 ◽  
Author(s):  
Monit Cheung ◽  
MyHang Sabrina Nguyen
Keyword(s):  
Cultural Values ◽  
Gender Equity ◽  
School Performance ◽  
Parental Expectations ◽  
Attitude Scale ◽  
Parental Attitude ◽  
High Expectations ◽  
Parental Love ◽  
Vietnamese American ◽  
Low Expectations

English Three factors were extracted from the Vietnamese Parental Attitude Scale: cultural values, parental expectations and communications. Thirty Vietnamese-American parents showed high expectations for school performance, gender equity, respect for teachers, a successful marriage and parental love, but relatively low expectations for Vietnamese language conformity and absolute obedience. French Trois facteurs de l'échelle Vietnamienne d'Attitudes Parentales ont fait l'objet de cette étude: les valeurs culturelles, les attentes des parents et les communications. Trente-cinq parents américains d'origine vietnamienne ont manifestéd'importantes attentes envers la performance scolaire, l'égalitédes genres, le respect envers les professeurs, la réussite du mariage, l'amour entre parents, mais des attentes moins élevées à l'égard du respect de la langue vietnamienne et de l'obéissance absolue. Spanish Se extrajeron tres factores de la Escala Vietnamita de Actitud Parental: valores culturales, expectativas parentales, y comunicaciones. Treinta y cinco padres americano-vietnamitas mostraron tener expectativas escolares altas, igualdad de gé nero, respeto hacia los profesores, éxito matrimonial, amor paterno y materno, pero relativamente bajas expectativas respecto a formación en la lengua vietnamita y obediencia absoluta.

A Selective Admissions Process As a Predictor of Academic Success in Health Education

1978 ◽  
Vol 48 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Phil Heit ◽  
Geraldine Johnson ◽  
Linda B. Meeks ◽  
Cindy Paxton
Keyword(s):  
Academic Success ◽  
Health Education ◽  
Selective Admissions ◽  
Admissions Process

scholarly journals The Impact of Attending a School with High-Achieving Peers: Evidence from the New York City Exam Schools

2014 ◽  
Vol 6 (3) ◽  
pp. 58-75 ◽  
Author(s):  
Will Dobbie ◽  
Roland G. Fryer
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
College Enrollment ◽  
College Graduation ◽  
State Tests ◽  
High Achieving ◽  
The Impact ◽  
Admissions Process ◽  
Identification Strategy

This paper uses data from three prominent exam high schools in New York City to estimate the impact of attending a school with high-achieving peers on college enrollment and graduation. Our identification strategy exploits sharp discontinuities in the admissions process. Applicants just eligible for an exam school have peers that score 0.17 to 0.36 standard deviations higher on eighth grade state tests and that are 6.4 to 9.5 percentage points less likely to be black or Hispanic. However, exposure to these higher-achieving and more homogeneous peers has little impact on college enrollment, college graduation, or college quality. (JEL H75, I21, J15)

Race, Class, and Community Cultural Wealth

2021 ◽  
pp. 198-217
Author(s):  
Evelyn Ezikwelu
Keyword(s):  
Public Schools ◽  
Academic Success ◽  
Cultural Capital ◽  
Standard Form ◽  
Social Institutions ◽  
Black Parents ◽  
Dominant Ideology ◽  
Cultural Wealth ◽  
White Middle Class ◽  
K 12

Culture has been established as an integral part of the successful parental involvement of Black parents in K-12 public schools. This chapter explores the implications of institutional racism and classism against Black parents and how schools as social institutions perpetuate discrimination through the hidden curriculum, which often upholds the dominant culture's values, norms, and beliefs. This chapter also investigates how schools operate within the dominant ideology that upholds the White middle-class form of cultural capital as the standard form of capital, thereby devaluing the cultural skills that Black parents use to help children achieve academic success in school. In addition, the literature demonstrates that the unique forms of cultural capital Black parents draw from to help their children succeed in school challenge the dominant ideology that Black parents lack the required capital for school success and are not interested in their children's education.

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