Comparison of Discrepancies in Reading by Black and White Educable Mentally Retarded Students

1983 ◽  
Vol 52 (2) ◽  
pp. 488-490
Author(s):  
James E. Whorton ◽  
R. Mack Wilson
Keyword(s):  
Black Students ◽  
White Students ◽  
Total Population ◽  
Mentally Retarded ◽  
Black And White ◽  
Educable Mentally Retarded

Discrepancies in reading were calculated by comparing actual achievement with expected achievement for 224 black and 78 white educable mentally retarded students in Grades 1 to 12. Means for the total population and for black students and white students showed no statistically significant differences for the two groups.

Race and Cultural Flexibility among Students in Different Multiracial Schools

2010 ◽  
Vol 112 (6) ◽  
pp. 1529-1574 ◽  
Author(s):  
Prudence L. Carter
Keyword(s):  
Black Students ◽  
White Students ◽  
Research Question ◽  
Mixed Race ◽  
Interview Data ◽  
Black And White ◽  
Cultural Flexibility ◽  
White School ◽  
Southern City ◽  
The Impact

Background/Context One of the most critical functions of a well-integrated school is the development of “culturally flexible” students who, over the course of their social development, effectively navigate diverse social environs such as the workplace, communities, and neighborhoods. Most studies, albeit with some exceptions, have investigated the impact of desegregation on short- and long-term gains in achievement and attainment, as opposed to its impact on intergroup relations. Mixed-race schools are vital not only for bolstering achievement outcomes of previously disadvantaged students but also for promoting social cohesion in a diverse society. Purpose/Objective/Research Question/Focus of Study Specifically, this article examines the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions. Cultural flexibility is defined as the propensity to value and move across different cultural and social peer groups and environments. Furthermore, this article provides some insight into how students in different mixed-race and desegregated educational contexts experience their school's social organization and cultural environments, which influence their interactions and academic behaviors. Setting The study was conducted over a 6-month period in four high schools: a majority-minority school and a majority-white school located in a northeastern city, and a majority-minority school and a majority-white school located in a southern city. Research Design Survey data were gathered from a randomly stratified sample of 471 Black and White students attending. In addition, ethnographic notes from weeks of school observations and transcribed interview data from 57 group interviews conducted in the four schools with students in Grades 9–12 complemented the survey research. Data Collection and Analysis Findings reveal significant associations among self-esteem, academic and extracurricular placement, and cultural flexibility for black students. Also, black students in majority-minority schools scored significantly higher on the cultural flexibility scale than those in majority-white schools. Among white students, regional location and academic placement showed statistically significant associations with cultural flexibility. The ethnographic and interview data further explicate why these patterns occurred and illuminate how certain school contextual factors are likely linked to students’ cultural flexibility. Overall, this study's findings highlight some connections between student and school behaviors as they pertain to both students’ and educators’ willingness and ability to realize the visions of racial and ethnic integration wholly.

Chemical Foreplay among Black and White Students

1982 ◽  
Vol 12 (4) ◽  
pp. 373-384 ◽  
Author(s):  
Philip A. Belcastro ◽  
Thomas Nicholson
Keyword(s):  
College Students ◽  
Sexual Behavior ◽  
Black Students ◽  
Sexual Behaviors ◽  
White Students ◽  
Behavior Patterns ◽  
Human Beings ◽  
Black And White ◽  
Behavior Profile ◽  
Behavior Profiles

Throughout the ages, human beings Have consumed a wide variety of drugs to increase sexual desires, performance and pleasure. However in terms of alcohol and marijuana use in conjunction with sexual behavior patterns, little research has been reported. The purpose of this study was to determine whether individuals who use alcohol and/or marijuana prior to coitus have sexual behavior profiles significantly different than those individuals who do not use alcohol and/or marijuana prior to coitus. A sample of convenience which comprised 1,090 students and 5 per cent of the student population was drawn. The Belcastro Sexual Behavior Inventory was utilized to collect the data. The analysis indicated that for this population experimentation with alcohol and marijuana prior to coitus is not atypical among college students. The pattern of sexual behaviors for black students was not all that dissimilar between those who did and did not use alcohol and marijuana prior to coitus. This was not true for white students. White females who used alcohol and marijuana prior to coitus had a sexual behavior profile which was in sharp contrast to those females who did not use these drugs prior to coitus. It was suggested that the use of these drugs may be a form of “chemical foreplay” where they are used to enhance and culminate the coital episode. If this premise is supported by future empirical research it would seem that education which segregates the area of drugs from the area of sexuality is inadequate.

scholarly journals A test of racial disparities in principals’ disciplinary decisions in a national sample

2021 ◽  
Author(s):  
Shoshana Jarvis ◽  
Zoe Elina Ferguson ◽  
Jason Okonofua
Keyword(s):  
Black Students ◽  
Racial Disparities ◽  
White Students ◽  
Past Research ◽  
The United States ◽  
National Sample ◽  
Disciplinary Action ◽  
Access To Education ◽  
Black And White ◽  
Negative Impacts

Access to education is important for success as an adult. Exclusionary discipline (e.g., suspensions) reduces opportunities for students to complete their education and be strong candidates for future jobs. Black students face a disproportionately high risk of disciplinary action. Thus, it is important to understand when and how racial disparities in suspensions emerge in order to reduce their disproportionate negative impacts on Black students. Past research found racial disparities emerge after two misbehaviors among teachers and just a single misbehavior among assistant principals. The current research tests the generalizability of racial disparities in discipline from principals across the United States and a psychological process that potentially contributes to the racial disparities: their perception of their professional role relative to that of teachers. In this procedure and with a diverse sample, principals did not endorse significantly different amounts of discipline for Black and White students. We explore potential explanations of these null results in the discussion.

Differences between Actual and Predicted Grade Point Averages of Black and White College Students

1979 ◽  
Vol 48 (3_suppl) ◽  
pp. 1140-1142 ◽  
Author(s):  
Sidney E. Brown ◽  
Anthony J. White
Keyword(s):  
College Students ◽  
Black Students ◽  
Grade Point Average ◽  
Analysis Of Variance ◽  
White Students ◽  
Grade Point Averages ◽  
University Admissions ◽  
Grade Point ◽  
Black And White ◽  
White College

A University admissions procedure was examined to determine the validity of the predictive grade point average by comparing white students with black students. Subjects were 434 black and 373 white students enrolled over 4 yr. Analysis of variance indicated that black and white students were similar regarding their actual and predicted first quarter grade averages.

The Black-White Gap in Noncognitive Skills among Elementary School Children

2021 ◽  
Vol 13 (1) ◽  
pp. 105-132
Author(s):  
Todd Elder ◽  
Yuqing Zhou
Keyword(s):  
Black Students ◽  
White Students ◽  
Elementary School Children ◽  
Noncognitive Skills ◽  
White Children ◽  
Black And White ◽  
Skill Gaps ◽  
Teacher Reports ◽  
Nationally Representative ◽  
Reference Bias

Using two nationally representative datasets, we find large differences between Black and White children in teacher-reported measures of noncognitive skills. We show that teacher reports understate true Black-White skill gaps because of reference bias: teachers appear to rate children relative to others in the same school, and Black students have lower-skilled classmates on average than do White students. We pursue three approaches to addressing these reference biases. Each approach nearly doubles the estimated Black-White gaps in noncognitive skills, to roughly 0.9 standard deviations in third grade. (JEL I21, I26, J13, J15, J24)

“Hell No, We Won’t Go”

2018 ◽  
pp. 167-187
Author(s):  
Natalie G. Adams ◽  
James H. Adams
Keyword(s):  
Civil Rights ◽  
Black Students ◽  
Civil Rights Movement ◽  
White Students ◽  
School Administrators ◽  
School Desegregation ◽  
Black Parents ◽  
Black And White ◽  
Racial Tension ◽  
Freedom Movement

This chapter looks at more conventional forms of resistance, such as protests, demonstrations, marches, boycotts, and violence. It links the resistance efforts of students and parents during school desegregation to the larger freedom movement. Black parents, students, and local National Association for the Advancement of Colored People (NAACP) activists organized marches and boycotts to protest desegregation plans that continued to discriminate against black children. Black students staged walkouts, defied disciplinary policies particularly targeted at black students, and issued demands to their school administrators to be treated equally in their newly integrated schools. Occasionally, racial tension erupted into physical altercations between black and white students. The chapter then describes how whites employed the strategies of the civil rights movement and the antiwar movement to protest court-enforced school desegregation.

Selective sharing on social media: Examining the effects of disparate racial impact frames on intentions to retransmit news stories among US college students

2019 ◽  
Vol 21 (11-12) ◽  
pp. 2691-2709 ◽  
Author(s):  
Cabral A Bigman ◽  
Marisa A Smith ◽  
Lillie D Williamson ◽  
Arrianna M Planey ◽  
Shardé McNeil Smith
Keyword(s):  
College Students ◽  
Social Media ◽  
Black Students ◽  
White Students ◽  
News Story ◽  
Racial Groups ◽  
News Stories ◽  
Black And White ◽  
Online Study ◽  
Race Ethnicity

Theoretical and empirical evidence suggests disparate racial impact frames may lead to selective sharing on social media and result in differential retransmission rates across racial groups. In this online study, we (1) examined reported exposure to and sharing of content about race on social media among Black, White, and “Other” race/ethnicity college students ( N = 150); (2) experimentally tested how exposure to news story previews with control, implicit, or explicit disparate racial impact frames affected subsequent sharing intentions; and (3) explored reasons students provided for their intentions to share/not share the stories. Black students reported more exposure to and sharing of content about race on social media. Few participants cited discrimination in open-ended responses explaining sharing/non-sharing intentions. Nevertheless, despite holding story topic and source constant, disparate racial impact frames resulted in differences in sharing intentions among Black and White students, demonstrating these frames can influence selective sharing intentions.

scholarly journals Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias

2019 ◽  
Vol 116 (17) ◽  
pp. 8255-8260 ◽  
Author(s):  
Travis Riddle ◽  
Stacey Sinclair
Keyword(s):  
United States ◽  
Black Students ◽  
Racial Disparities ◽  
White Students ◽  
Racial Bias ◽  
The United States ◽  
County Level ◽  
Black And White ◽  
Racial Biases ◽  
Using Data

There are substantial gaps in educational outcomes between black and white students in the United States. Recently, increased attention has focused on differences in the rates at which black and white students are disciplined, finding that black students are more likely to be seen as problematic and more likely to be punished than white students are for the same offense. Although these disparities suggest that racial biases are a contributor, no previous research has shown associations with psychological measurements of bias and disciplinary outcomes. We show that county-level estimates of racial bias, as measured using data from approximately 1.6 million visitors to the Project Implicit website, are associated with racial disciplinary disparities across approximately 96,000 schools in the United States, covering around 32 million white and black students. These associations do not extend to sexuality biases, showing the specificity of the effect. These findings suggest that acknowledging that racial biases and racial disparities in education go hand-in-hand may be an important step in resolving both of these social ills.

Sentence Structures of Trainable and Educable Mentally Retarded Subjects

1978 ◽  
Vol 21 (4) ◽  
pp. 722-731 ◽  
Author(s):  
Lynn S. Bliss ◽  
Doris V. Allen ◽  
Georgia Walker
Keyword(s):  
Mentally Retarded ◽  
Linguistic Processing ◽  
Completion Task ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Story Completion ◽  
Grammatical Structures ◽  
Trainable Mentally Retarded

Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more correct responses than those termed trainable for declarative, question, and single-adjectival structures. The cognitive and linguistic processing of both groups is discussed as are the implications for language remediation.

BIMODAL EDUCATIONAL INPUTS TO EDUCABLE MENTALLY RETARDED CHILDREN.

1966 ◽  
Author(s):  
JACQUES H. ROBINSON ◽  
DAVID B. ORR ◽  
VICTOR H. SMALL
Keyword(s):  
Mentally Retarded ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded
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