To Be Young, Gifted, and Black?: A Case Study of Positive Interventions within an Inner-City Classroom of African American Students

2001 ◽  
Vol 70 (4) ◽  
pp. 243 ◽  
Author(s):  
Gwendolyn Cartledge ◽  
Julie Sentelle ◽  
Scott Loe ◽  
M. Charles Lambert ◽  
Evette Simmons Reed
Keyword(s):  
African American ◽  
Inner City ◽  
African American Students ◽  
Positive Interventions ◽  
American Students

Roll of Thunder, Hear My Cry

2020 ◽  
pp. 78-111
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance

2016 ◽  
Vol 54 (3) ◽  
pp. 397-429 ◽  
Author(s):  
Daniel D. Liou ◽  
Erin Rotheram-Fuller
Keyword(s):  
African American ◽  
African American Students ◽  
Public Perceptions ◽  
Academic Expectations ◽  
Small School ◽  
Ethnographic Case Study ◽  
Positive Identity ◽  
American Students ◽  
Intervening Factors

Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American students felt a strong sense of positive identity with their small school, despite racist public perceptions of it. Within the classroom, students continued to face persistent low academic expectations despite the school’s pursuits of equity.

Teaching strategies that honor and motivate inner-city African–American students

1998 ◽  
Vol 14 (5) ◽  
pp. 479-495 ◽  
Author(s):  
Karen Manheim Teel ◽  
Andrea Debruin-parecki ◽  
Martin V. Covington
Keyword(s):  
African American ◽  
Inner City ◽  
Teaching Strategies ◽  
African American Students ◽  
American Students

Roll of Thunder, Hear My Cry

2021 ◽  
pp. 781-806
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

Roll of Thunder, Hear My Cry

2021 ◽  
pp. 75-99
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

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