Gifted Black Males in an Urban High School: Factors That Influence Achievement and Underachievement

1998 ◽  
Vol 21 (4) ◽  
pp. 385-414 ◽  
Author(s):  
Thomas P. Hébert
Keyword(s):  
High School ◽  
African American ◽  
High Schools ◽  
African American Males ◽  
Young Men ◽  
Urban High School ◽  
Urban High Schools ◽  
School Life ◽  
School Factors ◽  
Black Young Men

Many gifted African American males educated in large, urban high schools do not achieve at a level commensurate with their ability. The case studies reported in this article describe the experiences of two gifted African American males in an urban high school. Through a qualitative approach, the stories of Wallace, an achiever, and John, an under achiever, are told; and the factors that distinguished the school-life experiences of the two gifted Black young men are identified. The implications for fostering academic achievement in urban high schools are discussed, and recommendations are offered for educators and parents to encourage success in the lives of gifted African American young men.

scholarly journals Differences in Lifestyle Behaviours of Students between Inner Urban and Peri-urban High Schools: A Cross-Sectional Study in Chongqing, China

2020 ◽  
Vol 17 (7) ◽  
pp. 2282
Author(s):  
Zhengjie Cai ◽  
Ziwei Zhang ◽  
Mao Zeng ◽  
Jinli Xian ◽  
Xun Lei ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Screen Time ◽  
Sleep Time ◽  
Urban High School ◽  
Urban High Schools ◽  
School Students ◽  
Lifestyle Behaviours

Background: Lifestyle behaviours of students from schools in different socioeconomic areas may be different. Few studies have investigated such topics in China. This study aimed to explore the differences in lifestyle behaviours between inner urban high school students (IUHSSs) and peri-urban high school students (PUHSSs). Methods: A cross-sectional survey based on a self-report questionnaire was administered among 1560 high school students (726 from inner urban high schools and 834 from peri-urban high schools) in Chongqing, China. Physical activity, sleep time, screen time and dietary behaviours were assessed according to a series of recommendations of Chinese guidelines. Results: No significant difference was found in meeting the recommendation for daily physical activity between IUHSSs and PUHSSs (7.6% vs. 6.8%, p > 0.05). PUHSSs were more likely to meet the recommendations of weekdays’ sleep time (14.9% vs. 5.4%, p < 0.001), weekdays’ and weekends’ screen time (85.4% vs. 76.7%, p < 0.001; 21.1% vs. 14.3%, p < 0.001), and had higher proportion of high-score group of dietary behaviours (58.6% vs. 36.4%, p < 0.001) than those of IUHSSs. IUHSSs were more likely to meet the recommendation of weekends’ sleep time (75.6% vs. 67.9%, p < 0.001) than that of PUHSSs. Conclusions: A low proportion met the recommendations of physical activity, weekdays’ sleep time and weekends’ screen time among high school students in Chongqing, China. Lifestyle behaviours may differ between inner urban and peri-urban high school students. Additional support or targeted health education should be provided by high schools to improve the lifestyle behaviours of students, especially in inner urban districts.

Coping Power in the City: Promoting Coping in African American Male Students

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Duane E. Thomas ◽  
Catherine P. Bradshaw ◽  
Jessika H. Bottiani ◽  
Heather L. McDaniel ◽  
Katrina J. Debnam
Keyword(s):  
African American ◽  
High Schools ◽  
African American Males ◽  
Male Students ◽  
Urban High Schools ◽  
African American Male Students ◽  
School Based ◽  
School Police ◽  
Coping Power ◽  
The City

This article describes efforts to adapt an adolescent version of the Coping Power program, called Coping Power in the City, for use with high school students attending an urban school district with high concentrations of students exposed to community violence and challenges related to elevated tensions between youth and police. The goal of this group-based preventive intervention is to provide a comprehensive, school-based approach to stem rates of violence, discipline problems, and related mental health concerns for adolescents. A novel feature is the integration of a school police component into the intervention model with concurrent supports for students, parents, and teachers to supplement school counseling efforts. We present an overview of the program and a rationale for its adaptation to meet the needs of African American males in urban high schools. We summarize baseline data for 514 ninth graders (46% African American males) across 10 urban high schools participating in a randomized controlled trial. We also address lessons learned and implications for school-based counseling practices for African American male students and engagement of school police officers in urban high schools.

"They're in My Culture, They Speak the Same Way": African American Language in Multiethnic High Schools

2009 ◽  
Vol 79 (3) ◽  
pp. 428-448 ◽  
Author(s):  
Django Paris
Keyword(s):  
High School ◽  
African American ◽  
High Schools ◽  
Urban Schools ◽  
Literacy Education ◽  
Urban High School ◽  
Language And Literacy ◽  
Linguistic Features ◽  
African American Language

In this article, Paris explores the deep linguistic and cultural ways in which youth in a multiethnic urban high school employ linguistic features of African American Language (AAL) across ethnic lines. The author also discusses how knowledge about the use of AAL in multiethnic contexts might be applied to language and literacy education and how such linguistic and cultural sharing can help us forge interethnic understanding in our changing urban schools. The article not only fosters an understanding of how AAL works in such multiethnic urban schools, but also sheds light on opportunities for a pedagogy of pluralism—a stance toward teaching both within and across differences.

scholarly journals The Link between Investment in Early Childhood Preshools and High School Graduation Rates for African American Males in the United States of America

2009 ◽  
Vol 10 (3) ◽  
pp. 232-239 ◽  
Author(s):  
Patricia Bowens McCarthy ◽  
Elsa-Sofia Morote
Keyword(s):  
High School ◽  
African American ◽  
Head Start ◽  
Graduation Rates ◽  
African American Males ◽  
Graduation Rate ◽  
High School Graduation ◽  
High School Graduation Rates ◽  
School Graduation ◽  
Preschool Enrollment

This article reports the investigation of the extent to which US preschool federal funding (Head Start) and the preschool enrollment of African American males (aged three to five) affected the high school graduation rates of this population (aged 14 to 19). The authors found that a link exists between preschool enrollment and the high school graduation rate of this population. They also found a link between Head Start funding and the high school graduation rate for this group.

Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification

2010 ◽  
Vol 112 (4) ◽  
pp. 1038-1063 ◽  
Author(s):  
Chandra Muller ◽  
Catherine Riegle-Crumb ◽  
Kathryn S. Schiller ◽  
Lindsey Wilkinson ◽  
Kenneth A. Frank
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
High Schools ◽  
Minority Students ◽  
Adolescent Health ◽  
Latino Students ◽  
Educational Opportunity ◽  
Racially Diverse ◽  
Senior Year

Background/Context Brown v Board of Education fundamentally changed our nation's schools, yet we know surprisingly little about how and whether they provide equality of educational opportunity. Although substantial evidence suggests that African American and Latino students who attend these schools face fewer learning opportunities than their White counterparts, until now, it has been impossible to examine this using a representative sample because of lack of data. Purpose/Objective/Research Question/Focus of Study This study uses newly available data to investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school. Setting This study uses data from the Adolescent Health and Academic Achievement Study (AHAA) and its partner study, the National Longitudinal Study of Adolescent Health (Add Health), a stratified, nationally representative study of students in U.S. high schools first surveyed in 1994–1995. Population/Participants/Subjects Two samples of racially diverse high schools were used in the analysis: one with African Americans, Whites, and Asians (26 schools with 3,149 students), and the other with Latinos, Whites, and Asians (22 schools with 2,775 students). Research Design Quantitative analyses first assess how high schools vary in the extent to which minority students are underrepresented in advanced sophomore math classes. Hierarchical multilevel modeling is then used to estimate whether racial-ethnic differences in representation in advanced math have an impact on African American and Latino students’ achievement by the end of high school, relative to the Whites and Asians in the school. Specifically, we estimate the effects of Whites’ and Asians’ overrepresentation in sophomore-year math (or Latino or African American underrepresentation) within the school on students’ senior-year grades and their postsecondary enrollment. Findings/Results Findings show that schools vary in the extent to which African American and Latino students are underrepresented in advanced sophomore math classes. This pattern of racial inequality in schools is associated with lower minority senior-year grades and enrollment in 4-year postsecondary institutions, net of students’ own background. Conclusions/Recommendations Evidence consistently suggests that schools can play an active role in the provision of opportunities for social mobility or in the exacerbation of social inequality, depending on how they are structured. It is important to consider racial stratification within schools as a mechanism of inequality of educational opportunity.

Academically Successful African American Male Urban High School Students’ Experiences of Mattering to Others at School

2010 ◽  
Vol 14 (2) ◽  
pp. 2156759X1001400 ◽  
Author(s):  
Catherine Tucker ◽  
Andrea Dixon ◽  
Ke'Shana Griddine
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
School Climate ◽  
African American Males ◽  
African American Male ◽  
Academically Successful ◽  
Health And Wellness ◽  
School Students ◽  
New Information

Mattering to others has been shown to be a key construct of mental health and wellness. Emerging research links interpersonal mattering and school climate. In this study, the authors use transcendental phenomenology to explore how interpersonal mattering impacts the academic achievement of urban African American males who are academically successful in high school. Implications for the integration of this new information in school counseling are discussed.

A Call for Intersectionality in US Schooling: Testimonios of Chicana Students in High School

2020 ◽  
Vol 90 (2) ◽  
pp. 269-281
Author(s):  
NANCY ACEVEDO ◽  
CITLALLI BEJARANO ◽  
NATALIE IBARRA COLLAZO
Keyword(s):  
High School ◽  
High Schools ◽  
Critical Consciousness ◽  
Public High Schools ◽  
Urban High Schools ◽  
Critical Race ◽  
Schooling Experiences ◽  
The World ◽  
Private And Public

Guided by the concept of nepantleras and critical race nepantlera methodology, Nancy Acevedo presents the testimonios of Citlalli Bejarano and Natalie Ibarra Collazo, two Chicana students who attend urban high schools. Citlalli and Natalie share various forms of inclusion and exclusion that they experience as Chicanas attending private and public high schools in California. The article highlights a need for schooling experiences that acknowledge the intersectional identities of Chicana students, foster critical consciousness, and provide the opportunity for students to contribute to their education and the world.

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