Literature Review On White African Americans

The fact that African American students lag several years behind their White peers in math and reading continues to be a persistent problem in America’s public schools – a critical issue that should not be ignored in any meaningful discourse on community, literacy and public schools. The wide body of relevant research reveals many causal factors and correlates including race, socioeconomic standing, social class, teacher competence and perceptions, quality of schools, etc. It is also generally acknowledged that there is a direct, positive correlation between greater parental involvement and student academic achievement. The particular focus of this paper is on the question of to what extent parental involvement – or lack thereof- influences the academic performance of African American students. I will argue that African American student underachievement is, to a significant degree, likely to be attributable to lack of active parental guidance and involvement. The variety of factors that impact parental involvement, particularly that of parents of non-dominant backgrounds, will be examined in order to demonstrate the need for schools and teachers to diversify the approach generally taken to collaborating with parents, such that it becomes a more meaningful, inclusive and relevant process for these parents. In closing, I will draw on an interview conducted with the parents of an

A substantial amount of educational and psychological research has consistently demonstrated that African American students underperform academically relative to White students. For example, they tend to receive lower grades in school (e.g., Demo & Parker, 1987; Simmons, Brown, Bush, & Blyth, 1978), score lower on standardized tests of intellectual ability (e.g., Bachman, 1970; Herring, 1989; Reyes & Stanic, 1988; Simmons et al., 1978), drop out at higher rates (e.g., American Council on Education, 1990; Steele, 1992), and graduate from college with substantially lower grades than White students (e.g., Nettles, 1988). Such performance gaps can be attributed to

A study was done comparing family structure between whites and blacks to determine how important of a role family structure plays in education. Not to my surprise, most of the percentages were higher among whites, but not by very much in any category. More single mothers who were black were more involved in school planning than white mothers. More black mothers told their children what was educationally expected from them; more talked with their kids daily, and checked their schoolwork.

This book examine the psychological development and achievement motivation in African American children today, by closely looking at current political, global, economic, and social contexts and how they impact African American families. It includes history, current events, psychology, politics, public policy, sociology, and economics. Also, the author’s research intervention programs that target parents and children in low-income African American families. They try to create strategies to support young African American male relationship development, motivation, and achievement; and programs aiming to increase literacy and decrease obesity.

For this final research paper I chose to discuss racial discrimination and focus on content from an article entitled: The Influence of Ethnic Discrimination and Ethnic Identification on African American Adolescents’ School and Socioemotional Adjustment by Carol A. Wong, Jacquelynne S. Eccles and Arnold Sameroff. This article focuses on the racial discrimination in schools and predicts how it may change academic and psychological functioning of African Americans and whether or not their ethnic identity can be related to such changes. Racial discrimination is an issue everywhere, but we see it in Chicago public schools towards the students considered minorities, which often times refer to the students of color. I will do my best to compare how African American students and other races are impacted academically and/or psychologically through what they experience at school from their teachers and peers—limiting how their home life influences their academic performance as well as psychology.

The Black students in this study brought with them a diverse combination of family backgrounds, family support, and family values particular to education. Following initial introductions

For this case study I will explore African Americans performance in school on standardized tests from a parents’ perspective. I will analyze data from interviews of three African American mothers of students who attend a particular elementary school. I will also collect and analyze data from Texas’ standardized test (STAAR) from the previous school year.

The discussion around the achievement gap has varied from socioeconomics and parent education levels to teacher quality and course offerings. Despite the variables that exist, the problem still remains. Riegle-Crumb and Grodsky (2010) illustrate in their study how racial differences impact course taking and student achievement. The study goes on to say that white students whose parents have completed a master’s degree have a predicated probability of .67 of being in advanced math classes, compared to that of African American students at .57 and Hispanic/Latino students at .48 . In addition to these statistics, studies indicate that schools with high populations of African American and Hispanic/Latino students tend to employ teachers who have

As a foundation and a background for this research study, the researcher compared and analyzed previous research studies performed by other researchers. As there is a plethora of research information on the achievement gaps in schools, the research noted that most of the research was executed in order to provide an understanding of the racial achievement gaps, but failed to assess the patterns of inequality of students as they progressed from kindergarten throughout high school. The information and understanding

A direct correlation can be made between family involvement in a child’s school life and a child’s encouragement with maintaining their education. California State University author Susan Auerbach conducts a study which displays the correlation between the amounts of support that a student’s family provides, in comparison to their students’ performance. Auerbach implies racial privileges in which minorities like African Americans and Latinos are affected. She argues that because minorities do not get the luxury of time off work and their cultural history, they are less likely to get involved in their child’s school life. School teachers in an elementary school located in the foothills of Tucson, authors Leslie H. Kahn and Marta Civil,

Parenting styles also have an effect on children's learning abilities. New research found that parenting styles between high income white families and low income black families account for some of the differences in school readiness between their children. According to the article “How Poverty Affects Learning Ability” white adults spend 36% more time than black adults reading to young children, and three more times talking and listening to their children. White adults also offer more guidance towards her children. By age 6, white children have spent 1300 more hours talking with adults than black children have.

This paper includes literature relating to the achievement gap with minority students verses non-minority students in America. In general, this literature seems to indicate that studies show that there is a large gap between minority students such as African –American, Native American, and Hispanic students’ vs non–minority students such as Caucasians in America. This is greatly seen in academics in the subject areas of math and reading. However this “gap” starts before students enter the instructional classroom; thus creating a challenge for many minority students to be successful academically and in their personal lives. Furthermore, the other unspoken factors that contribute to these student’s disadvantage are socio-economics, crime, poverty,

The purpose of this research brief is to offer a brief review of those factors that contribute to the academic achievement gap between African American males. A sample of 25 8th grade, African American, male students from Dent Middle School will be identifyied as participates for the research. Although there has been research written about the achievement gap between African American and their counterparts, the literature is limited regarding strategies tailored specifically to address the achievement gap between African American males. Participant’s data will be collected in relation to sex, race, age group, and attending school. Subjects will responded to an unobtrusive open-ended survey instrument. A survey consisting of 10

Dr. Sampson, Black and Brown: Race, Ethnicity, and School Preparation gives great insight into understanding the family dynamics which relate to parental educational involvement. To the credit of research design, I believe the case studies presented on youth living poor from low-income communities adequately assesses the needs of students. It is also a strength of Dr. Sampson research that information is given on how parents can engage in their children’s education although they may be in the midst of poverty and lack. By actually showing ways in which low-income families produce cultural and social capital, Dr. Sampson creates an even playing ground for parent participation and shows that low-income families alike possess a great deal of knowledge, skill and care for educational success. One of Dr. Sampson overarching ideas is that children and influences by parents attitude and (or) behavior. There are many variables that influence student achievement, I agree with Dr. Sampson that attitudes and behavior is perhaps the foundation for achievement outcomes. Common practices such as parents helping with home-work and properly supervising children are referenced as key supports for academic success.

Though much research has dispelled cultural deficit models of minority families in poor communities, scholars continue to find a persistent and widespread belief among some teachers that low-income African-American and Latino parents do not want to be involved in their children's education. Scholarship conducted over the past 35 years has shown consistently that levels and types of parent involvement depend on the socioeconomic status of parents and teachers. Gaps in parent involvement reflect profound differences in the role education plays in the lives of many working-class and middle-class families.