"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.

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.

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.

Going all in on college counseling: Successes and trade-offs

2019 ◽  
Vol 101 (2) ◽  
pp. 42-45
Author(s):  
Gorana Ilic ◽  
James E. Rosenbaum
Keyword(s):  
High School ◽  
High Schools ◽  
College Access ◽  
College Enrollment ◽  
Social Inequalities ◽  
College Counseling ◽  
Urban High School ◽  
Organizational Conditions ◽  
Trade Offs ◽  
Enrollment Rates

While many high schools reproduce social inequalities in college access, little is known about the schools that successfully reduce them. To this end, Gorana Ilic and James E. Rosenbaum studied an urban high school that expressed a strong commitment to supporting all students’ college applications. In this article, they describe the organizational conditions and supports that enabled the school’s counselors to achieve ambitious college-enrollment rates, and they consider what sacrifices and challenges might have emerged in the process and ways to address these challenges.

Black Lives Matter: Examining an Urban High School STEAM Academy Supporting African American Students, Families, and Communities using a Healing-Centered Approach

2021 ◽  
Vol 13 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Edward C. Fletcher Jr. ◽  
Tony Xing Tan
Keyword(s):  
High School ◽  
African American ◽  
Student Engagement ◽  
Economically Disadvantaged ◽  
School Personnel ◽  
Urban High School ◽  
Comprehensive High School ◽  
Wraparound Services ◽  
Black Lives Matter ◽  
American Black

In this study, we used an exploratory sequential mixed methods research design to examine how an urban high school STEAM (Science, Technology, Engineering, Arts, and Mathematics) themed academy—with a 98% African American/Black and 100% economically disadvantaged student population—provided wraparound services to demonstrate care for students, families, and the community. We also studied how their school efforts promoted student engagement. In Phase 1, we collected qualitative data to examine the wraparound supports and philosophies that the school stakeholders (N = 39) used to promote a sense of caring as well as community. In Phase 2, we analyzed quantitative survey data from the African American/Black academy students (N = 177) on their levels of engagement (behavioral, cognitive, and emotional) in the school and compared them to African American/Black students at a comprehensive high school (N = 179). Based on a combination of perspectives of school personnel, school stakeholders, and results from the high school survey of student engagement, we found that the wraparound services provided equitable supports for economically disadvantaged students, was instituted using a healing-centered mindset, and enabled the school personnel and stakeholders to adopt a no excuse disposition. Even further, we found that in comparison to students at the large comprehensive high school, the academy students had statistically and practically significantly higher scores on behavioral engagement (p < .001; d = .58), and statistically significantly higher scores on cognitive engagement (p < .01; d = .31). There was no statistically significant difference in emotional engagement (p = .98). Our findings highlight best practices for ensuring equity for African American/Black high schools in the wake of both the Black Lives Matter movement and the COVID-19 pandemic.

scholarly journals Achluophobia in High School Students, Guntur, Andhra Pradesh, India

2019 ◽  
pp. 117-123
Author(s):  
Sankara Pitchaiah Podila
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Urban Schools ◽  
Rural Schools ◽  
Andhra Pradesh ◽  
School Students ◽  
Average Percentage ◽  
Rural And Urban

Achluophobia, fear of darkness, is a common phobia among children and to some degree in adults. The response was taken from 3399 students (8th:1175, 9th:1095, 10th:1129) studying in Government High Schools. The study found that the phobia was more in 8th class students of both rural and urban, compared to 9th and 10 students. Among the rural schools, the average percentage (8th to 10th) was more in Nambur (23.32), Venigalla (17.96) and Tadikonda girls’ (16.35). In the case of urban schools the highest percentage was recorded in SJRR(22.20), SKS (19.25) and SK school (16.90).

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