Framing Neighborhood Safety and Academic Success: Perspectives from High-Achieving Black Boys in Chicago

2019 ◽  
Vol 29 (1) ◽  
pp. 1
Author(s):  
Crosby ◽  
Patton ◽  
Duncan ◽  
Lee
Keyword(s):  
Academic Success ◽  
Black Boys ◽  
Neighborhood Safety ◽  
High Achieving

Giftedness and academic success in college and university

2016 ◽  
Vol 33 (2) ◽  
pp. 183-194 ◽  
Author(s):  
James DA Parker ◽  
Donald H Saklofske ◽  
Kateryna V Keefer
Keyword(s):  
Academic Success ◽  
Postsecondary Education ◽  
Secondary Students ◽  
Cognitive Abilities ◽  
Grade Point ◽  
Successful Transition ◽  
College And University ◽  
Education Data ◽  
High Achieving ◽  
The Impact

Much of the work on predicting academic success in postsecondary education has focused on the impact of various cognitive abilities, although in recent years there has been increased attention to the role played by emotional and social competency (also called emotional intelligence (EI)). Previous work on the link between EI and giftedness is reviewed, particularly factors connected to the successful transition to postsecondary education. Data are presented from a sample of 171 exceptionally high-achieving secondary students (high school grade-point average of 90% or better) who completed a measure of trait EI at the start of postsecondary studies and who had their academic progress tracked over the next 6 years. High-achieving secondary students who completed an undergraduate degree scored significantly higher on a number of EI dimensions compared to the secondary students who dropped out. Results are discussed in the context of the importance of EI in the successful transition from secondary to postsecondary education.

scholarly journals Rising Out of the Gap: Early Adolescent Black Males and Academic Success

2018 ◽  
Author(s):  
Eartha Hackett ◽  
Joseph Ponterotto ◽  
Akane Zusho ◽  
Margo Jackson
Keyword(s):  
Academic Success ◽  
Inner City ◽  
Black Males ◽  
Qualitative Inquiry ◽  
Early Adolescent ◽  
Structured Interviews ◽  
High Achieving Students ◽  
Participant Selection ◽  
State Test ◽  
High Achieving

This qualitative inquiry examined the lived experiences of 14 high-achieving, eighth-grade, Black males in three inner city middle schools. Anchored in a social constructivist paradigm, this study focused on factors that influence the educational experiences of early adolescent Black males. Participant selection was based on state test scores, GPA, and SES; data were collected by classroom observation and semi-structured interviews. Six themes and twenty-two subthemes related to factors which promote achievement and the meaning of achievement were found. Results show that high achieving students were motivated to excel, in part, by striving to counter negative assumptions about Black males. Participants faced many personal and contextual challenges, but they were able to identify individual and environmental resources that they used to fuel their drive for academic success.

scholarly journals Why We Gather: Educational Empowerment and Academic Success Through Collective Black Parental Agency

2021 ◽  
Vol 4 (1) ◽  
pp. 64-90
Author(s):  
Raquel M. Rall
Keyword(s):  
Academic Success ◽  
Racial Group ◽  
Cultural Wealth ◽  
Parent Organization ◽  
High Achieving Students ◽  
Parent Groups ◽  
High Achieving ◽  
Institutional Agency ◽  
Critical Components ◽  
Black Parent

Though previous literature has explored the importance of parents in education, scholarship has failed to empirically demonstrate the influence voluntary parent groups have on the educational trajectory of Black students. Using institutional agency and community cultural wealth frameworks, the author qualitatively evaluates a Black parent group’s self-initiated efforts to influence the academic outcomes of high-achieving students. The author illustrates how one parent organization negotiates an environment in which their racial group comprises less than 5% of the population to effectively guide and support families as their students navigate academic success. Findings show that at least three critical components— accountability, alliances and networks, and legitimacy—are vital in the provision of collaborative support and agency on behalf of high-achieving students.

Racelessness as a Factor in Black Students' School Success: Pragmatic Strategy or Pyrrhic Victory?

1988 ◽  
Vol 58 (1) ◽  
pp. 54-85 ◽  
Author(s):  
Signithia Fordham
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Black Students ◽  
Group Identification ◽  
Dual Relationships ◽  
School Students ◽  
Kinship System ◽  
Fictive Kinship ◽  
American Schools ◽  
High Achieving

Signithia Fordham presents an analysis of the tensions high-achieving Black students feel when they strive for academic success. Students are pulled by their dual relationships to the indigenous Black fictive-kinship system and the individualistic, competitive ideology of American schools. By analyzing ethnographic data on six high-achieving Black high school students, the author finds that the characteristics required for success in society contradict an identification and solidarity with Black culture. Students who feel the conflict between"making it" and group identification develop the particular strategy of racelessness.

Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School

2019 ◽  
Vol 57 (1) ◽  
pp. 440-470 ◽  
Author(s):  
Leoandra Onnie Rogers ◽  
Derrick R. Brooms
Keyword(s):  
Academic Success ◽  
Black Male ◽  
White Male ◽  
Academic Development ◽  
Male Teachers ◽  
Black Boys ◽  
National Data ◽  
Male High School ◽  
Male Achievement ◽  
Interview Analysis

National data trends underscore the “problem” of Black male achievement. Beneath the causes and consequences are the ideologies used to frame the problem and its solutions. The ideology of meritocracy is routinely employed to rationalize educational disparities. This article examined how White male teachers, in a charter school designed to promote academic success among Black boys, made sense of boys’ academic achievement patterns. Interview analysis revealed the persistence of meritocracy, as teachers (a) located the problem within Black boys’ identities; (b) constructed race, masculinity, and social class as barriers to students’ academic success and teachers’ effectiveness; and (c) positioned themselves relationally away from their students and the problem itself. We discuss implications for the academic development of Black boys.

Consistency is key: Understanding academic socialization among high-achieving Black boys

2021 ◽  
Vol 72 ◽  
pp. 101181
Author(s):  
Trenel E. Francis ◽  
Diane L. Hughes ◽  
J. Alexander Watford ◽  
Niobe Way
Keyword(s):  
Black Boys ◽  
Academic Socialization ◽  
High Achieving

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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