Using Systems Theory to Promote Academic Success for African American Males

2015 ◽  
Vol 53 (8) ◽  
pp. 1013-1042 ◽  
Author(s):  
Jason Orrock ◽  
Mary Ann Clark
Keyword(s):  
Academic Achievement ◽  
At Risk ◽  
African American ◽  
Public Schools ◽  
Academic Success ◽  
African American Males ◽  
Community Involvement ◽  
Post Secondary ◽  
Systems Model ◽  
Successful Academic

Through an ecological systems perspective, this study explores factors that influence successful academic achievement for African American males in at-risk settings. This qualitative study examines factors that contribute to the successful academic achievement for African American males from at-risk populations. The researchers explore African American boys’ lived experiences and what contributes to their success in school. Educators and counselors are able to encourage African American male engagement in academics by understanding the interconnectedness of lived systems. This study explores the interdependency of systems in the development of self-concept for these youth. Findings suggest the value of using a systems model and approach when working with African American males in public schools to improve post-secondary outcomes. These findings have implications for promoting academic success through family, school, and community involvement for African American males.

K–12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Brandee Appling ◽  
Shanel Robinson
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Racial Identity ◽  
Critical Race Theory ◽  
Identity Development ◽  
School Counselors ◽  
African American Males ◽  
Racial Identity Development ◽  
Race Theory ◽  
K 12

This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K–12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K–12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students.

Public Schools in a Punitive Era

Prison School ◽  
2016 ◽  
Author(s):  
Lizbet Simmons
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Public Schools ◽  
Criminal Justice ◽  
Criminal Justice System ◽  
Justice System ◽  
Complex Dynamics ◽  
African American Community ◽  
Economic Strategies ◽  
War On Crime

This chapter first charts the complex dynamics that have pushed students from school and pulled them toward the criminal justice system, setting up the terms of a black prison diaspora that are maintained throughout the book. It then argues that harsh school disciplinary policies, emerging from the punishing culture of the War on Crime era, curtail youth academic achievement and accelerate incarceration risk in the African American community. It describes how the concentrated effect of punishment has a destabilizing effect on the African American community and the American democratic project as a whole, while benefiting larger social, political, and economic strategies in a neoliberal and postindustrial context.

The Influence of Self-Determination Theory on African American Males' Motivation

2019 ◽  
pp. 72-98
Author(s):  
Dina Flores-Mejorado ◽  
Dianne Reed
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Teacher Quality ◽  
African American Males ◽  
Role Models ◽  
Instructional Quality ◽  
Real Life ◽  
Self Determination Theory ◽  
Academic Resiliency ◽  
African American Male Teachers

In this chapter, the authors provide an overview of the research investigating academic resiliency and factors that impact motivation among African American males. Research identifies factors that improve academic achievement and motivation for African American males: mentoring and role modeling; encouraging positive self-identification; school, community, and church involvement; teacher expectations and instructional quality; teacher quality and preparedness; real-life applications of their experiences; and African American male teachers as role models.

The Brotherhood: Empowering Adolescent African-American Males toward Excellence

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Shelby Wyatt
Keyword(s):  
Academic Achievement ◽  
African American ◽  
African American Males ◽  
School Counselor ◽  
Male Students ◽  
Professional School ◽  
Mentoring Program ◽  
Empowerment Theory ◽  
Social Growth ◽  
Nguzo Saba

A review of the literature reveals that African-American males do not achieve at the same academic levels as their White counterparts. This article reports the effectiveness of a school-based male mentoring program established by a professional school counselor in an urban high school that formed a relationship of support for male students enhancing academic achievement. The program incorporates the principles of the ASCA National Model®, empowerment theory, and Nguzo Saba. Results indicate that participation in a mentoring program can improve student academic achievement and foster personal and social growth and aspirations of success.

The Effects of E-learning on African American Males

2010 ◽  
pp. 198-208
Author(s):  
Tammy J. Graham ◽  
Stephenie M. Hewett
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Case Studies ◽  
African American Males ◽  
Educational Experiences ◽  
Lessons Learned ◽  
Learning Program ◽  
Business Professionals ◽  
Electronic Learning ◽  
E Learning

The chapter examines the experiences of three African American males who were placed in an electronic learning (e-learning) classroom in a rural secondary school. The three case studies provide detailed descriptions of the young men’s backgrounds, educational experiences, and academic achievement results before the implementation of e-learning. Furthermore, the case studies detail their academic achievement results and dispositions during the e-learning process, pitfalls of their e-learning program, and lessons learned from the implementation of the program. It is the authors’ hope that educators and business professionals will utilize the information and lessons learned in this chapter when planning and implementing e-learning classes and trainings in order to enhance e-learning experiences for African American males.

Introduction

2017 ◽  
Author(s):  
Almeda M. Wright
Keyword(s):  
At Risk ◽  
African American ◽  
African Americans ◽  
Young People ◽  
Black Church ◽  
Community Involvement ◽  
African American Youth ◽  
African American Community ◽  
Healthy Development ◽  
Highly Active

Young African Americans regularly experience racism, poverty, sexism, violence, and other affronts to their humanity. Though they are often highly active and vocal contributors to their churches, schools, and neighborhood communities, they are often silent about the possibility of God working to address the injustices in their lives. The disconnection between the issues young people face, their community involvement, and their conceptions of God point toward the pervasiveness of “fragmented” spirituality among African American youth. Spiritual fragmentation does not necessarily inhibit healthy development or functioning. However, the African American community and church are at risk if they fail to challenge the myth that the personal and the communal or the spiritual and political are in fact disconnected. But why are African American Christian adolescents experiencing spiritual fragmentation? Is spiritual fragmentation symptomatic of an irreparable chasm between the Black church and Black youth? Or are there other factors at play?

scholarly journals Rendimiento académico de adolescentes declarados en situación de riesgo

2018 ◽  
Vol 37 (1) ◽  
pp. 147-162 ◽  
Author(s):  
Daniel Rodríguez Rodríguez ◽  
Remedios Guzmán Rosquete
Keyword(s):  
Academic Achievement ◽  
At Risk ◽  
Academic Success ◽  
Preventive Measure ◽  
Social Regulation ◽  
Childhood And Adolescence ◽  
Academic Goals ◽  
Working Together ◽  
Family Variables ◽  
University Degree

La reciente regulación legal y social de la infancia y la adolescencia en situación de riesgo en España hace que sea necesario la generación de un cuerpo de investigación que desde el ámbito de la educación fomente factores protectores y favorezca el bienestar de los menores, ya que a pesar de la heterogeneidad que caracteriza a esta población, el fomento de su éxito educativo será sin duda la mejor medida preventiva de la situación de riesgo. La muestra fue de 232 estudiantes declarados en situación de riesgo, con bajo (115 estudiantes) y buen rendimiento académico (117 estudiantes) escolarizados en Educación Secundaria, de los que se recogió información sobre variables personales y sociofamiliares que guardan relación con el rendimiento. En relación a las variables personales, los resultados mostraron que los alumnos que tienen un buen rendimiento académico se caracterizan por tener mayores puntuaciones en sus metas académicas, atribuyen su éxito académico a su propia capacidad y esfuerzo y perciben un mayor apoyo familiar afectivo de su familia. Respecto a las variables familiares, se encontró que los alumnos que tienen un buen rendimiento se caracterizan por tener un mayor porcentaje de padres con titulación universitaria, padres y madres que trabajan como funcionarios y madres que esperan que su hijo o hija alcance una titulación universitaria. Como conclusión se confirma la importancia del trabajo conjunto desde los ámbitos educativo y social para prevenir el fracaso escolar. The recent legal and social regulation of childhood and adolescence at risk in Spain makes it necessary to create a body of research that encourages, from the field of education, protective factors and promotes the wellbeing of children, because despite of the heterogeneity that characterizes this population, the promotion of educational success will undoubtedly be the best preventive measure of the risk situation. The sample was of 232 students declared at risk, with students of low (115) and good academic achievement (117) enrolled in Secondary Education, of which we collected information about personal and family variables that are related to achievement. Regarding the personal variables, results showed that students that have a good academic achievement are characterized by higher scores in their academic goals, they attribute their academic success to their own capacity and effort and they perceive a greater affective family support from their family. Regarding family variables, we found that students with good academic achievement have a higher percentage of parents with a university degree, parents who work in the public sector and mothers who expect that their son or daughterwill achieve a university degree. In conclusion, the importance of working together from the educational and social levels to prevent school failure is confirmed.

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