In My Opinion: Does Race Matter?

2009 ◽  
Vol 16 (3) ◽  
pp. 134-139
Author(s):  
Danny Bernard Martin
Keyword(s):  
African American ◽  
Mathematics Education ◽  
Achievement Gap ◽  
Education Reforms ◽  
Social Constructs ◽  
Racial Achievement Gap ◽  
American Children ◽  
Racial Achievement ◽  
African American Learners ◽  
Study Panel

To the detriment of young African American learners, racial achievement gap rhetoric impacts social constructs in American classrooms. In my opinion, recent mathematics education reforms, despite equity-oriented rhetoric expressing concern for all children (NCTM 1989, 2000; RAND Mathematics Study Panel 2003), have instead helped foster an environment where African American children continue to be viewed as intellectually inferior and mathematically illiterate, usually in relation to children who are identified as white or Asian.

scholarly journals Resistance as a Lens for Understanding the International Preschool Movement

2009 ◽  
Vol 49 (2) ◽  
pp. 156-158 ◽  
Author(s):  
Barbara Beatty
Keyword(s):  
African American ◽  
Education Reforms ◽  
African American Children ◽  
Special Issue ◽  
The South ◽  
Training School ◽  
American Children

The essays in this special issue offer fascinating examples of many, often surprising interconnections within and between the international preschool movement and other education reforms. Just imagining Elizabeth Peabody in Florence and Rome puts her in a new light, and who knew that Julius Rosenwald contributed to a nursery training school in Britain along with his support for building schools for African-American children in the South?

Dr. Asa G. Hilliard III: Trumpeter for the Academic and Cultural Excellence of African American Children

2008 ◽  
Vol 78 (4) ◽  
pp. 908-920 ◽  
Author(s):  
Shonda Lemons-Smith
Keyword(s):  
African American ◽  
Academic Success ◽  
Mathematics Education ◽  
Effective Teachers ◽  
Paradigm Shift ◽  
African American Children ◽  
Central Theme ◽  
The Will ◽  
American Children

This article explores the scholarship of Asa G. Hilliard III on the theme of student academic and cultural excellence and the development of teachers. Throughout his career, Hilliard questioned the nation’s commitment to ensuring the academic success of all children. The premise “Do we have the will to educate all children?” is reflected throughout his work, and it is the central theme of this article. Specifically, in selected examples of his scholarship, the article highlights Hilliard’s ideas on the psychological paradigm shift required for schools and teachers to “release the genius” of every child. His vision is considered within the context of traditional notions of effective teachers and teaching. Although the article primarily focuses on education broadly, select aspects of Hilliard’s work relative to mathematics education are underscored as well.

Exploring the racial achievement gap on US history written-response state assessment items

2020 ◽  
Vol 15 (3) ◽  
pp. 291-310
Author(s):  
Jason Michael Miller
Keyword(s):  
Achievement Gap ◽  
Students Of Color ◽  
Response Assessment ◽  
State Assessment ◽  
Standardized Assessment ◽  
Racial Achievement Gap ◽  
Content Type ◽  
Us History ◽  
Written Response ◽  
Racial Achievement

PurposeMany states are restructuring their US history state assessments to include written-response assessment items that evaluate students' literacy skills in high-stakes environments. The purpose of this study was to investigate how the addition of an extended-response item to a US history state assessment was associated with an increase in the racial achievement gap.Design/methodology/approachThe theoretical framework included linguistic complexity of standardized assessment items and academic language demand and utilized a difference-in-difference research design.FindingsThe findings indicate that the achievement gap between students of color and White students increased when an extended-response assessment item was added to an exclusively multiple-choice item exam and that this increase in the achievement gap may be contributed to a literacy gap.Research limitations/implicationsThe continued investigation of how students of color perform on different types of extended-response standardized assessment items. And, the continued investigation of evidenced-based instructional practices that focus on developing students' literacy skills in US history as well as culturally responsive instructional practices.Practical implicationsThe knowledge and implementation of literacy instruction and culturally responsive instruction in US history classrooms as well as in preservice teacher education programs and in-service professional development programs.Originality/valueThe current study is one of the first large-scale investigations into the racial achievement gap on US history written-response standardized assessment items and in identifying a literacy gap between students of color and White students on US history written-response state assessment items.

A Diversity Ideology Intervention: Multiculturalism Reduces the Racial Achievement Gap

2020 ◽  
pp. 194855062093822 ◽  
Author(s):  
Hannah J. Birnbaum ◽  
Nicole M. Stephens ◽  
Sarah S. M. Townsend ◽  
MarYam G. Hamedani
Keyword(s):  
Achievement Gap ◽  
Academic Outcomes ◽  
The United States ◽  
Control Group ◽  
First Year ◽  
Racial Achievement Gap ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
Racial Achievement

In the United States, underrepresented racial minority (URM) students continue to face psychological barriers that undermine their achievement and fuel disparities in academic outcomes. In the current research, we tested whether a multicultural ideology intervention could improve URM students’ grade point averages (GPAs) during the first 2 years of college and thereby reduce the racial achievement gap. Specifically, first-year college students ( N = 407) read a diversity statement that represented the schools’ diversity ideology in terms of either multiculturalism or colorblindness. URM students who read a multicultural diversity statement earned higher GPAs 2 years later compared to those who read a colorblind diversity statement. Furthermore, they earned higher GPAs compared to a nonparticipant campus-wide control group. The current study is the first to demonstrate that multiculturalism can increase the long-term academic outcomes of URM students in college.

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