Black American Students in an Affluent Suburb: A Study of Academic Disengagement

2003 ◽  
Vol 44 (6) ◽  
pp. 867-870
Author(s):  
Jerlando F. L. Jackson
Keyword(s):  
Black American ◽  
American Students ◽  
Academic Disengagement

Education's “Talented Tenth”

2020 ◽  
pp. 193-219
Author(s):  
Patrice W. Glenn Jones ◽  
Rose B. Glenn ◽  
Lillian C. Haywood ◽  
Kevin A. Rolle
Keyword(s):  
Student Achievement ◽  
Black Student ◽  
Educational Leaders ◽  
Black American ◽  
Black Educators ◽  
Professional Experiences ◽  
Black Student Achievement ◽  
Talented Tenth ◽  
American Students ◽  
Retired Teachers

While the discourse on achievement among Black American students often includes the perspectives of researchers, teachers, and college/university faculty, retired educator views are often disregarded. Based on Du Bois's exertion about the Talented Tenth, who he recognized as “educational experts” and “seers” that serve as “leaders of thought and missionaries of culture among their people,” Black retired teachers and educational leaders are questioned about how to change Black student achievement trends, and included in this chapter are the recommendations offered by Black retired teachers and educational leaders—recommendations designed to bring about change in practice. Beyond adding to the discourse on Black student achievement, the chapter gives voice to retired Black educators whose years of professional experiences qualify them as “educational experts.”

Black American Students in An Affluent Suburb

2003 ◽  
Author(s):  
John U. Ogbu ◽  
With the Assist Davis
Keyword(s):  
Black American ◽  
American Students

scholarly journals Teaching Reading Strategically to Black Academic Underachievers

2020 ◽  
Vol 1 (1) ◽  
pp. p1
Author(s):  
Paul C. Mocombe
Keyword(s):  
Social Class ◽  
Black American ◽  
Mentoring Program ◽  
Reading Room ◽  
Academic Achievement Gap ◽  
Linguistic Structure ◽  
Black Professionals ◽  
Class Function ◽  
American Students ◽  
Pedagogical Relationships

In response to the academic achievement gap of black American students’ vis-à-vis whites and Asians, Paul C. Mocombe developed his Mocombeian Strategy and Reading Room Curriculum, which posit a comprehensive mentoring program of educated black professionals and the restructuring of the linguistic structure of black American inner-city students via phonetic and language arts instructions, as the solutions to resolving the gap. The two approaches are based on Mocombe’s hypothesis that the academic underachievement of black American students, vis-à-vis their white and Asian counterparts, on standardized tests is grounded in what he refers to as “a mismatch of linguistic structure and social class function.” This work explores the theoretical, practical, and pedagogical relationships between Mocombe’s “mismatch of linguistic structure and social class function hypothesis,” The Mocombeian Strategy, and Reading Room Curriculum (published as Mocombe’s Reading Room Series).

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