scholarly journals The Comparisons between Ethnicity and Poverty Level on Eight Graders’Science Performance

2021 ◽  
Vol 4 (4) ◽  
pp. 122
Author(s):  
Hsin-Hui Lin
Keyword(s):  
African American ◽  
African American Students ◽  
Data File ◽  
Poverty Level ◽  
Anova Model ◽  
American Students ◽  
8Th Grade ◽  
Performance Results ◽  
The Impact ◽  
Science Performance

The purposed of this study was to examine the relationships between ethnicity and poverty level with eight graders’ science performance. This study utilized the 8th grade data file (2006 - 2007) from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) and had the sample size of 7,305 students. A full 2-way ANOVA model was applied to test the ethnicity and poverty level effects on the students’ science performance.  Results indicated that ethnicity and poverty had significant effects on students’ science performance. White students have the highest mean score, followed by Asian, but African American students have the lowest mean scores. The gap on the mean scores between the highest and the lowest group was 20 points.  White and Asian students do better on science performance, while Hispanic and African American students have lower scores.  The impact among the interactions of ethnicity and poverty persisted within the breakdown of 10 subgroups’ outcomes. The subgroup of Asian “at/above poverty” had the highest mean scores, while the subgroup African American “below poverty” had the lowest scores. Future studies should continue to investigate African American students in conjunction with science performance.

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

Racialized Perceptions of School Violence Suspensions of African-American Students

2019 ◽  
pp. 208-226
Author(s):  
Jeffrey Herron ◽  
Morghan Vélez Young-Alfaro
Keyword(s):  
African American ◽  
School Violence ◽  
Racial Discrimination ◽  
African American Students ◽  
School Suspensions ◽  
American Students ◽  
Learning School ◽  
The Impact ◽  
Perceptions Of School ◽  
Out Of School

The history and current practices of out-of-school suspensions significantly impact African-American students; research shows the practices to be overly used and target African-American students. This chapter explores the ways that school violence is responded to disproportionally and is entangled with racial mythology. That is, racial discrimination shows up in structural and interpersonal ways such as suspending and expelling students of Color for the same infractions for which White peers get to return to class such as kicking a trashcan, defiance, and truancies. The chapter closes with recommendations for educators and policymakers, focusing on ways to mitigate the impact of out-of-school suspension practices and racial discrimination in order to improve the future of learning, school discipline, and outcomes of African-American students.

Racialized Perceptions of School Violence Suspensions of African-American Students

2021 ◽  
pp. 1284-1302
Author(s):  
Jeffrey Herron ◽  
Morghan Vélez Young-Alfaro
Keyword(s):  
African American ◽  
School Violence ◽  
Racial Discrimination ◽  
African American Students ◽  
School Suspensions ◽  
American Students ◽  
Learning School ◽  
The Impact ◽  
Perceptions Of School ◽  
Out Of School

The history and current practices of out-of-school suspensions significantly impact African-American students; research shows the practices to be overly used and target African-American students. This chapter explores the ways that school violence is responded to disproportionally and is entangled with racial mythology. That is, racial discrimination shows up in structural and interpersonal ways such as suspending and expelling students of Color for the same infractions for which White peers get to return to class such as kicking a trashcan, defiance, and truancies. The chapter closes with recommendations for educators and policymakers, focusing on ways to mitigate the impact of out-of-school suspension practices and racial discrimination in order to improve the future of learning, school discipline, and outcomes of African-American students.

African American Students, Racism, and Academic Injustice

2021 ◽  
pp. 666-689
Author(s):  
Patrice W. Glenn Jones ◽  
Warren C. Hope
Keyword(s):  
Academic Achievement ◽  
African American ◽  
African American Students ◽  
Instructional Strategy ◽  
Academic Improvement ◽  
Low Socioeconomic ◽  
American Students ◽  
Racial Injustice ◽  
Urban Student ◽  
The Impact

In effort to align academic achievement for all students, this chapter offers Fostering Urban Student Excellence (FUSE) as an instructional strategy to curtail not-learning and evoke academic improvement among African American students, particularly those from low socioeconomic backgrounds. In addition to introducing FUSE, this chapter outlines the achievement gap, along with the factors that impact it, and reveals the academic position imposed upon African American students by social injustices. The chapter also establishes the critical need for FUSE as a specific instructional strategy to combat the impact of racial injustice.

Individual differences in the impact of vicarious racism: African American students react to the George Zimmerman trial.

2017 ◽  
Vol 23 (2) ◽  
pp. 174-184 ◽  
Author(s):  
Tyler B. Mason ◽  
Ralitsa S. Maduro ◽  
Valerian J. Derlega ◽  
Desi S. Hacker ◽  
Barbara A. Winstead ◽  
...  
Keyword(s):  
African American ◽  
Individual Differences ◽  
African American Students ◽  
American Students ◽  
The Impact

Impact of Campus Recreational Sports Facilities and Programs on Recruitment and Retention among African American Students: A Pilot Study

2009 ◽  
Vol 33 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Robert Lindsey ◽  
Eugene Sessoms ◽  
Georgia Willis
Keyword(s):  
African American ◽  
African American Students ◽  
Black College ◽  
Sports Facilities ◽  
Recreational Sports ◽  
Convenience Sample ◽  
Recreational Facilities ◽  
Recruitment And Retention ◽  
American Students ◽  
The Impact

The purpose of this study was to assess the impact of campus recreational sports facilities and programs on student recruitment and retention among male and female African American students. A convenience sample of students from classes in the Department of Health and Human Performance at a small, southeastern, private, historically black college and university was used in the study. The instrument consisted of a modified version of the National Intramural-Recreational Sports Association's Quality and Importance of Recreational Services Survey. An independent samples t test was used to test for differences between gender and the recruitment and retention questions, alpha = .05. It was determined that 60% of the male students reported that the availability of recreational sports was important/very important in deciding to attend the college and 68% of the men reported that the availability of recreational sports was important/very important in deciding to continue attending the college. Men scored higher than women when it came to importance of the availability of recreational facilities and programs in deciding to attend the school, the importance of the availability of recreational facilities and programs in deciding to continue at the school, how important sports and fitness activities will be to them after graduation, and the total times per week they participate in active recreational sports pursuits. Although there are limitations to the study, the results provide further evidence that students report that the availability of recreational sports facilities and programs has an impact on both their decisions to attend and remain at an institution. This is a finding that can only serve to increase the practitioner's understanding of those who use such facilities and programs. More studies are needed to further examine the impact of campus recreational facilities and programs on African American students.

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