Creating a Sense of Belonging for Black American Students

2020 ◽  
pp. 243-263
Author(s):  
Michelle R. Cox
Keyword(s):  
Academic Achievement ◽  
Cultural Competence ◽  
Black Students ◽  
Sense Of Belonging ◽  
School Discipline ◽  
Single Parent ◽  
Educational Environment ◽  
Black American ◽  
Single Parent Household ◽  
American Students

The academic achievement of Black American students can be positively impacted by the educational supports that they receive by educators in school. Black students continue to experience systemic barriers to school, such as harsher school discipline, being at risk of being raised in a single-parent household, and living in poverty, more than any other group. Therefore, it is crucial to inform teachers how to support their unique culmination of challenges. To support Black American students in school, teachers must provide a sense of belonging, which includes cultural competence, development of support systems, affirmations, and positive messages. This chapter presents obstacles for Black American students and strategies for teachers to create an educational environment in which Black American students feel a sense of belonging.

I Want To Learn But They Won’t Let Me: Exploring the Impact of School Discipline on Academic Achievement

2020 ◽  
pp. 004208592096862
Author(s):  
Charles Bell ◽  
Tiffany Puckett
Keyword(s):  
Academic Achievement ◽  
Critical Race Theory ◽  
School Discipline ◽  
Negative Impact ◽  
Catching Up ◽  
School Suspensions ◽  
American Students ◽  
The Impact ◽  
Perceptions Of School ◽  
Out Of School

Using Critical Race Theory (CRT) as a guiding conceptual framework, this qualitative study examines black students’ and parents’ perceptions of school discipline and its impact on academic achievement. The findings support the notion that out-of-school suspension has a negative impact on the academic achievement of African American students and suggest that this phenomenon emerges through a multifaceted process that includes (a) missing assignments and having trouble catching up, (b) missing vital instruction throughout the disciplinary period, and (c) educator resistance to providing makeup work to students who receive out-of-school suspensions. This study also provides some practical recommendations for school leaders.

Achievement, Racial Identity, and Connectedness

2021 ◽  
pp. 1253-1268
Author(s):  
Colette M. Boston
Keyword(s):  
Academic Achievement ◽  
African American ◽  
High School Students ◽  
Racial Identity ◽  
Sense Of Belonging ◽  
School Students ◽  
Teacher Relationships ◽  
American Students ◽  
Identity Centrality ◽  
The Individual

Literature suggests African American students' racial identity impacts their feelings of belongingness to the school community as well as academic achievement. Researchers, however, have argued that racial identity impairs or promotes student achievement. This study examined the effects of the individual components of racial identity (centrality, regard, and ideology) and sense of belonging on the academic achievement of 105 African American high school students. Quantitative analysis revealed centrality as the sole predictor of sense of belonging for males and a positive relationship between sense of belonging and centrality and private regard in females. These findings support the significance of positive student-teacher relationships as well as the importance of schools cultivating a culture of acceptance of all students.

Achievement, Racial Identity, and Connectedness

2019 ◽  
pp. 183-198 ◽  
Author(s):  
Colette M. Boston
Keyword(s):  
Academic Achievement ◽  
African American ◽  
High School Students ◽  
Racial Identity ◽  
Sense Of Belonging ◽  
School Students ◽  
Teacher Relationships ◽  
American Students ◽  
Identity Centrality ◽  
The Individual

Literature suggests African American students' racial identity impacts their feelings of belongingness to the school community as well as academic achievement. Researchers, however, have argued that racial identity impairs or promotes student achievement. This study examined the effects of the individual components of racial identity (centrality, regard, and ideology) and sense of belonging on the academic achievement of 105 African American high school students. Quantitative analysis revealed centrality as the sole predictor of sense of belonging for males and a positive relationship between sense of belonging and centrality and private regard in females. These findings support the significance of positive student-teacher relationships as well as the importance of schools cultivating a culture of acceptance of all students.

A White Australian Woman's Reflections on Supervising Black Students in America

1983 ◽  
Vol 37 (2) ◽  
pp. 98-102
Author(s):  
Judith Peterkin
Keyword(s):  
Black Students ◽  
Black Community ◽  
Black American ◽  
Supervisory Style ◽  
American Students

Reflects on experiences while supervising black American students, noting especially her impressions in terms of violence, poverty, and ignorance. Notes the strength of the black community. Outlines the typical responses of blacks to a white Australian woman's supervisory style and presence.

The Application of American Models to the Experiences and Outcomes of Canadian and International Students Studying in Canada

2005 ◽  
Vol 11 (1) ◽  
pp. 71-97 ◽  
Author(s):  
J. Paul Grayson
Keyword(s):  
Academic Achievement ◽  
International Students ◽  
Pilot Study ◽  
Student Outcomes ◽  
First Year ◽  
Program Satisfaction ◽  
Canadian Universities ◽  
General Utility ◽  
American Students ◽  
The Us

In order to test the general utility of models developed in the US for explaining university outcomes of Canadian and international students, a three year study is currently underway at four Canadian universities. As a first step in this research, a pilot study with two objectives was conducted at York University in Toronto. The first objective is to compare the experiences and outcomes of domestic and international students in their first year of study. The second objective is to test the applicability of a parsimonious general model of student outcomes derived from examinations of American students to Canadian and international students studying in Canada. The specific outcomes examined are academic achievement, credit completion, and program satisfaction in the first year of study.

Between-Year and Within-Year School Mobility: Different Effects by Race/Ethnicity

2021 ◽  
pp. 001312452110045
Author(s):  
Jie Min
Keyword(s):  
Academic Achievement ◽  
Asian American ◽  
School Mobility ◽  
Student Groups ◽  
Asian American Students ◽  
Math Scores ◽  
American Students ◽  
Reading And Math ◽  
Multiple Membership ◽  
Racial Ethnic

The current study investigated the effects of school mobility on the academic achievement of different racial/ethnic groups in four cohorts of students from a very large urban school district. In this study, I compared within-year and between-year mobility and, most importantly, account for all the schools students attended over the study period. Using a multiple membership model (MMM), the findings confirmed that, for all student groups, academic achievement was affected more by within-year school mobility than between-year school mobility. Black students had the highest mobility rates, both for between- and within-year mobility. Although Asian-American students achieved higher reading and math scores on average, they were more negatively impacted by within-year school mobility compared to other groups. The current study was able to pinpoint the students most at risk for negative outcomes following within-year mobility. The findings are discussed in the context of policy recommendations that can be adopted by school districts.

Black Students: Psychosocial Issues and Academic Achievement.

1991 ◽  
Vol 20 (3) ◽  
pp. 480
Author(s):  
K. Sue Jewell ◽  
Gordon LaVern Berry ◽  
Joy Keiko Asamen
Keyword(s):  
Academic Achievement ◽  
Black Students ◽  
Psychosocial Issues
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