African-American Student Success in Independent Schools: A Model of Family, School, and Peer Influences

2013 ◽  
pp. 209-228
Keyword(s):  
African American ◽  
Student Success ◽  
Independent Schools ◽  
Peer Influences ◽  
African American Student ◽  
American Student

Get Out

2020 ◽  
pp. 34-55
Author(s):  
Lawson Bush V ◽  
Edward C. Bush ◽  
Amiri Mahnzili
Keyword(s):  
African American ◽  
Student Success ◽  
African American Student ◽  
Acting White ◽  
Religious Institutions ◽  
American Student ◽  
Spiritual Nature ◽  
Schooling Process ◽  
Colonial Schooling ◽  
Schooling System

In this chapter, the authors propose that education, which historically has been mainly under the jurisdiction of religious institutions and has been administered by spiritual leaders and attendants, is a sacred and spiritual transaction. Thus, churches and schools are equivalent and have the same spiritual obligation, which is to create in an individual a new spirit. Given the spiritual nature of education, we see the colonial schooling system as a conduit for spirit infusion that provides the opportunity for not only “acting White” but also for the possibility of becoming White by spirit possession. This line of thought leads to the main objective, which is to dismantle current notions of African American student success that is often positioned as going to or graduating from college rather than getting out of the schooling process altogether.

An examination of values and right-wing authoritarianism in an African-American student sample

2014 ◽  
Author(s):  
Lauren C. Allen ◽  
Janel M. Gill ◽  
Angela P. Cole
Keyword(s):  
African American ◽  
African American Student ◽  
Right Wing ◽  
American Student ◽  
Student Sample ◽  
Right Wing Authoritarianism

People, Get Ready

2019 ◽  
pp. 172-196
Author(s):  
Lauren Parish
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Social Capital ◽  
African American ◽  
Educational Achievement ◽  
Educational Opportunities ◽  
African American Student ◽  
American Student ◽  
College And Career ◽  
It Education

Education proves to be a positive and an impactful benefit to those who choose to pursue it. Education is associated with professional stability, economic growth, and social capital. More than ever, there is a strong emphasis on educational achievement and the acquirement of a postsecondary credential. However, achievement gaps persist in the African-American student population. These students need to be adequately prepared to successfully complete a rigorous collegiate program. There are magnitudes of programs designed to assist underrepresented student populations prepare for their college careers. More than ever, considerations regarding postsecondary educational opportunities need to be thoroughly explored. The pursuit of higher education can be daunting, especially for first generational college students. It is imperative that students and families become cognizant of preparatory possibilities that are designed to empower and educate them about the myriad college and career choices.

Empowering African-American Student Voices in College

2020 ◽  
pp. 157-184
Author(s):  
Anne H. Charity Hudley ◽  
Christine Mallinson ◽  
Erin L. Berry-McCrea ◽  
Jamaal Muwwakkil
Keyword(s):  
African American ◽  
African American Student ◽  
American Student ◽  
Student Voices

scholarly journals Second Language Writing and Bidialectalism: A Case for African American Student Writers

2017 ◽  
Vol 10 (9) ◽  
pp. 140
Author(s):  
Jason DePolo
Keyword(s):  
African American ◽  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Second Language Writing ◽  
African American Student ◽  
Composition Theory ◽  
American Student ◽  
Student Writers ◽  
Language Writing

There has been much research conducted on second language writing. In addition, there exists a significant amount of studies conducted with African American student writers. However, the fields of Second Language Writing and Composition Studies rarely if ever dovetail in the research literature. The purpose of this article is to argue how English language learners and bidialectal (English as a second dialect) learners share similar learning experiences and how sociocultural theories of English language pedagogy can inform composition theory, specifically as it relates to African American student writers. The study of writer identity provides insights into both bilingual and bidialectal learners’ authorial identity constructions and their experiences in English language learning contexts. Based on these similarities, I argue the need for composition theory to integrate sociocultural theories of second language learning and identity to better address the needs of bidialectal learners.

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