Decisions That Improve African American and Latino Student Achievement

2017 ◽  
pp. 121-142
Keyword(s):  
Student Achievement ◽  
African American ◽  
Latino Student ◽  
Latino Student Achievement

Does cultural intelligence matter?

2016 ◽  
Vol 10 (4) ◽  
pp. 465-488 ◽  
Author(s):  
Kathy S. Collins ◽  
Ibrahim Duyar ◽  
Carolyn L. Pearson
Keyword(s):  
Student Achievement ◽  
Language Arts ◽  
Standardized Tests ◽  
Cultural Intelligence ◽  
Latino Students ◽  
Achievement Scores ◽  
Content Type ◽  
Latino Student ◽  
Latino Student Achievement ◽  
Convergent Validation

Purpose The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students’ achievement. The study first tested the applicability of Ang and Van Dyne’s (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers’ CQ levels by construct validating this instrument. Later, it investigated whether the CQ levels of principals and teachers explain the achievement levels of Latino students in mathematics and language arts. Design/methodology/approach A naturalistic relational research design was used to study the relationships between the study variables. Participants included a cluster random sample of 86 principals and 311 teachers in a southern state. The convergent validation was used to establish the construct validity of the CQS by correlating CQS subscale scores with several measures of principal and teacher multicultural exposure. A series of hierarchical multiple regression analyses were conducted to investigate the association between the principal and teacher CQS subscale scores and the Latino student achievement scores on state standardized tests. Findings The four-factor structure of the CQS scale was found to be valid in the educational settings. Principals’ level of CQ significantly predicted Latino students’ achievement scores of eight grade math and eight grade language arts. On the contrary to the expectations, there was no evidence to suggest that teacher-level CQ as measured by the CQS is predictive of Latino student achievement. Further analyses showed that multicultural exposures of teachers, such as being multilingual and visiting other countries, significantly predicted Latino students’ language arts performance. Originality/value This study has policy and research implications toward understanding and eliminating achievement gaps of Latino student populations. It sheds empirical light on whether this gap can be explained with the multicultural intelligence levels of principals and teachers, the two most influential actors in schools. By construct validating CQS, the study methodologically contributed to the pertinent educational research, which lacks instruments for the measurement of CQ levels of educational workforce.

Segregation, Desegregation, and Resegregation in Cincinnati: The Perspective of an African American Principal

2006 ◽  
Vol 16 (3) ◽  
pp. 265-291 ◽  
Author(s):  
Lionel H. Brown ◽  
Gulbahar H. Beckett ◽  
Kelvin S. Beckett
Keyword(s):  
Student Achievement ◽  
African American ◽  
White Students ◽  
African American Students ◽  
School Funding ◽  
Board Of Education ◽  
Teacher Qualifications ◽  
Black Schools ◽  
American Students ◽  
Black School

Recent research on Brown v. Board of Education has emphasized continuing disparities in the education of White and African American students. This research has used the failure of desegregation to account for persisting gaps in White and Black school funding, teacher qualifications, and student achievement. But the current focus on the failure of desegregation has overshadowed an equally significant but underreported success in the area of improving education for African American students. According to the most recent findings on student achievement, for example, the gaps between African American and White students are again narrowing, in some cases approaching zero. The present article shows that the failure of desegregation is not the only, nor is it likely to prove to be the most enduring, legacy of Brown. At the same time that desegregation was being resisted and ultimately reversed in Cincinnati, as elsewhere, Brown was inspiring an emphasis on quality education that resulted in two of the city's worst-performing Black schools’ being transformed into schools of excellence.

Demystifying the Stigma of Transient African American Housing Dwellers

2022 ◽  
pp. 170-180
Author(s):  
Wilbert C. Baker ◽  
Jennifer T. Butcher
Keyword(s):  
Student Achievement ◽  
African American ◽  
Low Income ◽  
African American Students ◽  
Educational Needs ◽  
Educational Support ◽  
Increase Student Achievement ◽  
Mobile Students ◽  
Highly Mobile Students ◽  
American Students

African American transient housing dwellers are the studied population in this chapter. A noted section addresses transient students, also referred to as highly mobile students, which are a group that can benefit from additional educational support at school and also in the community. As communities of people are drawn together in faith and love, churches are distinctively positioned to fill in the gap for kids and their communities. By entering into a supportive partnership with a school, they can make the kind of difference that transforms a community. According to Fulgham, every school in low-income communities has a plethora of needs, and churches likely feel compelled to meet each of them. Fulgham went on to encourage churches to prioritize their support for programs and activities that help increase student achievement. This chapter provides findings from interviews conducted with adult transient housing dwellers and suggests methods to reach transient African American students during challenging times, specifically addressing their educational needs.

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