scholarly journals A interseccionalidade dos povos bantu e suas afroperspectivas no chão da escola, na disciplina de filosofia

2021 ◽  
Vol 2 (1) ◽  
pp. 10-30
Author(s):  
Wudson Guilherme de Oliveira
Keyword(s):  
High School ◽  
African American ◽  
Black Students ◽  
White Students ◽  
Rio De Janeiro ◽  
Educational Institution ◽  
African Philosophy ◽  
Federal Law ◽  
Brazilian Literature ◽  
And Linguistics

Este artigo tem como objetivo apresentar reflexões da Filosofia Africana (LOPES e SIMAS, 2020) acerca da ancestralidade, da história, cultura e linguística dos Povos Bantu (LWANGA-LUNYIIGO, e VANSINA, 2010) e a necessidade da implementação da Lei Federal 10.639/2003, bem como do compromisso para que se consolide a sua efetivação no Ensino de Filosofia (NOGUEIRA, 2011). Para o sucesso desta proposta, trabalhamos os valores morais e norteadores da Ética e as questões ligadas ao Respeito com uma turma do 1º Ano do Ensino Médio, composta por Alunados de jovens Pretos (as), Pardos (as) e Brancos (as) inseridos em uma instituição privada de educação na Baixada Fluminense, cidade metropolitana do Rio de Janeiro, onde evidenciamos uma Pedagogia Antirracista (GOMES, 2017) e Decolonial (WALSH, 2013) a partir das pesquisas de Filósofos e Filosofas Afro-americanos, Africanos (ASANTE, 2009) e Afro-brasileiros, que produziram pensamentos filosóficos amparados na afroperspectiva. A metodologia utilizada foi gerada a partir de Oficinas, Rodas de Diálogos, Exposições de Livros de Literaturas Africanas, Indígenas e Afro-Brasileiros, apresentações sensibilizadoras de vídeos, textos e slides afrocentrados, onde serviram de subsídio para propor as discussões na Luta contra o Racismo. Graças a estas dinâmicas, foi possível descolonizar olhares eurocêntricos, racistas, xenofóbicos, machistas, homofóbicos entre outros, além de aumentar as estimas de Alunos Negros, proporcionar e construindo estratégias sólidas para a contribuição da valorização e a construção das identidades negras em prol da redução do Racismo.   This article aims to present reflections on African Philosophy (LOPES and SIMAS, 2020) about the ancestry, history, culture and linguistics of the Bantu People (LWANGA-LUNYIIGO, and VANSINA, 2010) and the need to implement the Federal Law 10.639/2003, as well as the commitment to consolidate its effectiveness in the Teaching of Philosophy (NOGUEIRA, 2011). For the success of this proposal, we work on the moral and guiding values ​​of Ethics and issues related to Respect with a class of the 1st Year of High School, made up of Black, Brown and White students. in a private educational institution in Baixada Fluminense, a metropolitan city of Rio de Janeiro, where we evidenced an Anti-racist (GOMES, 2017) and Decolonial (WALSH, 2013) Pedagogy from the research of African-American and African Philosophers (ASANTE, 2009) and Afro-Brazilians, who produced philosophical thoughts supported by an Afro-perspective. The methodology used was generated from Workshops, Rounds of Dialogs, Exhibitions of African, Indigenous and Afro-Brazilian Literature Books, sensitizing presentations of Afro-centered videos, texts and slides, which served as a subsidy to propose discussions in the Fight against Racism. Thanks to these dynamics, it was possible to decolonize Eurocentric, racist, xenophobic, sexist, homophobic views, among others, in addition to increasing the esteem of Black Students, providing and building solid strategies for the contribution of valorization and the construction of black identities in favor of reduction of Racism.  

Monitoring the Mathematics Achievement of Black Students

1984 ◽  
Vol 15 (2) ◽  
pp. 154-164
Author(s):  
Lyle V. Jones ◽  
Nancy W. Burton ◽  
Ernest C. Davenport
Keyword(s):  
High School ◽  
Regression Analysis ◽  
Mathematics Achievement ◽  
Black Students ◽  
Predominantly White ◽  
White Students ◽  
Achievement Scores ◽  
National Assessment ◽  
Predominantly Black ◽  
School Differences

Findings from the National Assessment of Educational Progress for 1973 and 1978 are reviewed. They show improvement in levels of mathematics achievement for black students at ages 9 and 13, compared with a decline for white students at those ages. rn a special National Assessment of mathematics in 1975–76 for ages l3 and 17, substantial differences are found between average mathematics achievement scores of white and black youth. Based on a multiple regression analysis at age 17, more than half of the total variance in mathematics achievement scores is accounted for by regression, with school-to-school differences in background variables and individual background differences within school about equally influential. About half of the white-black mean difference is accounted for by regression and, in this accounting, school differences in background variables play a more prominent role than individual differences within school. A particularly influential predictor of mathematics achievement is the number of high school algebra and geometry courses taken. Marked differences are found between predominantly black and predominantly white high schools in the average numbers of such courses taken. The adoption of policies that reduce those differences would be expected to result in relatively higher levels of mathematics achievement for black students.

“Janitorial Engineering”

Integrated ◽  
2017 ◽  
Author(s):  
James W. Miller
Keyword(s):  
High School ◽  
African American ◽  
Black Students ◽  
Growth And Development ◽  
African American Students ◽  
Electrical Engineering ◽  
State Legislature ◽  
Local School ◽  
Engineering Program ◽  
American Students

This chapter discusses Lincoln's growth and development as the state's only boarding high school for African American students. In 1938 the state legislature passed a bill requiring counties that lacked accommodations for black students to pay their tuition and send them to accredited high schools elsewhere. The bill solved a problem for local school districts that had neither the funds nor the inclination to educate black children. Lincoln Institute was a logical destination for such students, and it became a state-funded institution. Young still had to maneuver through prevailing racist attitudes, such as the state's objection to his plan to add an electrical engineering program. Only after he renamed the program “janitorial engineering” did he gain approval. Young's efforts strongly influenced his own children, Arnita, Eleanor, and Whitney Jr., into lives of service. This chapter also introduces John Norman Cunningham, a Lincoln student whose experiences are woven through the narrative.

The Discipline Gap: What's Trust Got to Do with It?

2018 ◽  
Vol 120 (11) ◽  
pp. 1-30 ◽  
Author(s):  
Lisa S. Romero
Keyword(s):  
High School ◽  
African American ◽  
Black Students ◽  
Academic Outcomes ◽  
School Outcomes ◽  
Discipline Gap ◽  
Student Trust ◽  
High School Outcomes ◽  
Course Placement ◽  
The Impact

Background/Context If we are serious about eliminating the racial achievement gap, we need to address the discipline gap as well. The scholarly literature generally paints a positive picture of the potential of trust to transform schools. Research on student trust has shown that students who trust their teachers and schools are suspended and expelled less frequently and have more positive academic outcomes. However, we know little about if or how the impact of trust may vary by race or gender. Research Question Do the benefits of trusting relationships accrue equally to all students? Do trusting student–teacher relationships pay off in less discipline and improved academic outcomes for all students, or do the benefits of trust depend on the race and gender of the student? Research Design Structural equation modeling was used to model the relationships between student trust, behavior, and high school outcomes, controlling for socioeconomic status, school size, and prior achievement. Data, drawn from the Educational Longitudinal Survey of 2002, includes responses from more than 6,000 public high school students (n = 6,352) who identify as African American or White. Comparisons are made between results for White, African American, and African American male students. Findings/Results Student trust is associated with fewer disciplinary incidents and better academic outcomes; however, the benefits of trust do not accrue equally to all students. Black students, particularly males, benefit less from trust. Controlling for trust, behavior, and standardized measures of math and reading ability, Black students are penalized multiple times for a single disciplinary incident: by the suspension (or other consequence), by missed instruction, and by the impact on their grades (and possibly their future course placement and postsecondary plans). In other words, there are unequal consequences of equal discipline. Conclusions/Recommendations This research found that Black and White students with roughly equivalent discipline records, scores on achievement tests, and levels of trust still have substantially different high school outcomes. Although efforts to implement restorative justice or positive behavior support programs are a step in the right direction, results suggest that they will not be enough. Schools must deal with implicit bias and the unequal consequences of equal discipline. To do this, we must scrutinize course placement practices, grading, and the messages that we send to students. Failure to do so will continue to leave us with a vast education debt and will continue to fuel the achievement gap.

Active Living Education: Leveling the Playing Field for Black or African American Students

2021 ◽  
pp. 1-8
Author(s):  
Stacy Imagbe ◽  
Baofu Wang ◽  
Yang Liu ◽  
Jared Androzzi ◽  
Xiangli Gu ◽  
...  
Keyword(s):  
Physical Activity ◽  
African American ◽  
Black Students ◽  
Racial Disparities ◽  
Sedentary Behavior ◽  
White Students ◽  
The United States ◽  
Active Living ◽  
Playing Field ◽  
And Behaviors

Purpose: The purpose of this study was to examine the potential racial disparities in education for active living (i.e., regular participation in moderate to vigorous physical activity with mitigated and interrupted levels of sedentary behavior) between Black/African American and White students. Methods: The study took place in one public middle school located in the Southeastern region of the United States. A total of 167 Black and 168 White students in sixth, seventh, and eighth grades completed a written test and a survey in physical education to assess active living knowledge and behaviors, respectively. Results: Multivariate analysis of covariance and tests of between-subjects effects showed significant race differences. Specifically, Black students scored significantly lower on the knowledge test and reported lower levels of physical activity out of school, and higher levels of sedentary behavior than White students, after controlling for grade and gender. Conclusion: The results identified racial disparities in knowledge and behaviors of active living. Tailored, culturally relevant active living education in and out of schools are needed to level the playing field for Black students.

Sometimes a Long and Winding Road: An Exploration of Kalamazoo Promise Stop Out and Reenrollment

2020 ◽  
pp. 152102512095863
Author(s):  
Daniel A. Collier ◽  
Isabel McMullen
Keyword(s):  
High School ◽  
African American ◽  
White Students ◽  
Descriptive Study ◽  
First Year ◽  
Black African ◽  
Free And Reduced Lunch ◽  
High School Gpa ◽  
Kalamazoo Promise ◽  
Second Year

This exploratory, descriptive study examined trends associated with Kalamazoo Promise (KPromise) student stop out, reenrollment, and persistence to a credential upon reenrollment. For the 2006–2017 cohorts, 78% were retained from first to second year. Inferential models suggested that first-year stop out was mainly correlated to students’ high school free-and-reduced lunch eligibility (FRL) and high-school GPA. Forty-five percent of stopped out students reenrolled, and reenrollment was primarily correlated with time. The median time to return was 3 non-summer semesters, with Black/African American and Hispanic/Latino(a) students predicted to reenroll in fewer semesters than White students. For the 2006–2012 cohorts, 30% of all stopped out students who reenrolled have earned a degree to date. Upon reenrollment, nearly half of all postsecondary certifications were earned by FRL students. Discussion links our findings to wider trends, highlights actions to bolster outcomes, and illustrates how this study could be a benchmark comparison for other tuition-free policies.

scholarly journals Dual Credit Enrollment: A Multiyear Study of Gender and Ethnic Differences

2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
Robert D. Young ◽  
John R. Slate ◽  
George W. Moore ◽  
Wally Barnes
Keyword(s):  
High School ◽  
Community College ◽  
Black Students ◽  
Ethnic Differences ◽  
White Students ◽  
Dual Credit ◽  
Statistical Analyses ◽  
Time Period ◽  
Academic Year

In this investigation, we ascertained the extent to which differences were present in dual credit enrollment by gender and by ethnicity for students (n>150,000) enrolled in a Texas community college from the 2005-2006 through the 2011-2012 academic years. Statistical analyses revealed an increase in the numbers (i.e., from 3,069 to 3,664) and percentages (i.e., from 12.2% to 19.5%) of students who were enrolled in dual credit courses over the time period analyzed. Moreover, higher percentages of women (i.e., 20.8% in the most recent academic year) had enrolled in dual credit courses while in high school than men (i.e., 17.9% in the most recent academic year). Differences were also present as a function of ethnicity, with 33.1% Asian, 25.3% White, 17.4% Hispanic, and 7.5% Black students having been enrolled in dual credit in the most recent academic year. Differences were also revealed by gender for Hispanic and White students, but not for Asian and Black students. Implications of our findings are discussed.

scholarly journals Race and College Success: Evidence from Missouri

2014 ◽  
Vol 6 (3) ◽  
pp. 20-57 ◽  
Author(s):  
Peter Arcidiacono ◽  
Cory Koedel
Keyword(s):  
High School ◽  
African American ◽  
Racial Differences ◽  
White Students ◽  
Public Universities ◽  
College Success ◽  
School Quality ◽  
Disproportionate Representation ◽  
Micro Data ◽  
American Students

Conditional on enrollment, African American students are substantially less likely to graduate from four-year public universities than white students. Using administrative micro-data from Missouri, we decompose the graduation gap into racial differences in four factors: (i) how students sort to universities, (ii) how students sort to initial majors, (iii) high-school quality, and (iv) other preentry skills. Preentry skills explain 65 and 86 percent of the gap for women and men respectively. A small role is found for differential sorting into college, driven by African Americans' disproportionate representation in urban schools and schools at the very bottom of the quality distribution. (JEL H75, I21, I23, J15, R23)

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