<em>The Impact of the Gates Millennium Scholars Program on College Choice for High-Achieving, Low-Income African American Students</em>

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 Astins and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

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Best Practice Program for Low-Income African American Students Transitioning from Middle to High School

Children & Schools ◽

10.1093/cs/31.2.109 ◽

2009 ◽

Vol 31 (2) ◽

pp. 109-117 ◽

Cited By ~ 3

Author(s):

C. Gentle-Genitty

Keyword(s):

High School ◽

African American ◽

Low Income ◽

African American Students ◽

Best Practice ◽

American Students

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African American students’ college choice processes in a post 209 era

International Journal of Qualitative Studies in Education ◽

10.1080/09518398.2018.1478153 ◽

2018 ◽

Vol 31 (8) ◽

pp. 747-768

Author(s):

Frances Contreras ◽

Thandeka K. Chapman ◽

Eddie Comeaux ◽

Gloria M. Rodriguez ◽

Eligio Martinez Jr. ◽

...

Keyword(s):

African American ◽

College Choice ◽

African American Students ◽

Choice Processes ◽

American Students

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Racialized Perceptions of School Violence Suspensions of African-American Students

Handbook of Research on School Violence in American K-12 Education - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-5225-6246-7.ch009 ◽

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.

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Racialized Perceptions of School Violence Suspensions of African-American Students

Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination ◽

10.4018/978-1-7998-8547-4.ch063 ◽

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.

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African American Students, Racism, and Academic Injustice

Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination ◽

10.4018/978-1-7998-8547-4.ch031 ◽

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.

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