The Stance Terry P. Husband

How should society handle the perceived differences between races when it comes to education? The goal of both researchers is to narrow the academic gap between white and black students. Both authors attribute the gap between the academic scores of black and white students from opposite sides of racial identity. As Dr. Beverly Daniels Tatum, President of Spelman College and clinical psychologist has written an article entitled “Why are All the Black Kids Sitting Together in the Cafeteria?” Her approach is from the perspective of the student and how they perceive their role and upper limits while maintaining their place in their peer group's expectations of their race. Dr. Diane Ravitch, a research professor of education at New York University, has written an article entitled "The Facts about the Achievement Gap.” Her approach is from the perspective of how schools and society implicitly or explicitly cast students into achievement tracks based on their race. Both approach the same idea about racial identity, but they have different solutions, such as peer groups, the school board, and who is right about the solution.

In the article Black Males and Adult Education: A Call to Action written by Brendaly Drayton, Dionne Rosser-Mims, Joni Schwartz, and Talmadge C. Guy want to expose the challenges that black males face in education. They make it clear their purpose is to incite a great change in the way black males are treated in the education system, give black men a voice, and endorse an analytical evaluation of institutional procedures and practices. More importantly the article states that the authors’ point is not to encourage the stereotypes and behaviors attributed to black men that society has put upon them, rather their point is to show the world that their destructive view on black males is stopping them from reaching their full potential.

The purpose of African Americans and Boys: Understanding the Literacy Gap, Tracing Academic Trajectories, and Evaluating the Role of Learning-Related Skills is to explain which factors contribute to the literacy gap of African Americans, but primarily African American boys, in early childhood education. The study highlights that previous research identifies the presence of an achievement gap and makes associations with socioeconomic status (SES), lack of motivation, discrimination, and misbehavior as influences to the gap (Cortina, Kizzie, Matthews, & Rowley, 2010). However, in this study, the researchers attempt to explain why the gap exists, arguing that learning-related skills (LRS) best explain the literacy gap, more so than problem behaviors, socioeconomic status, and home literacy environment (Cortina et al., 2010).

Classroom learning should be taught based on reflecting on the culture and not a curriculum that doesn’t connect with students in particular those in urban settings. Looking into the mindset of both Delpit and Jenson student struggle with reading do to the lack of connection between social and cultural impact within the school curriculum. Without that connection students lose interest and it becomes a domino effect from generation to generation. As a result educators can close the achievement the gap.

Lawrence, an African American male principal, definition of the achievement gap was focused on how his school is educating black and other minority students in comparison to white students. Yet, Lawrence also revealed a strong disposition and a moral courage to engage with issues of race in his school. Flores decided to engage Lawrence in a discussion regarding Lawrence’s emphasis on culturally responsive and culturally relevant pedagogy with his teachers:

Reading is the core to functioning in today’s society. There are numerous black males that suffer from not being able to excel in reading. The improficiency of black males reading could enhance major issues in black males that are in k-12. To further my research on reading of the african male and strategies for improving literacy and reading levels, I chose three Academic articles to find reasoning. Reading is the building blocks of life and it is important that research is done to find answers to this issue.

Many studies today investigate why boys have problems in reading. A first grade teacher, passionate about reading, discussed several conducted regarding this. One study showed that boys need more time to learn to read than girls; boys feel they are poorer readers than girls; boys read less and are less excited about reading than girls; and there are more boys that tend to consider themselves “nonreaders” when they are older (Smith & Wilhelm, 2002). Another study showed that the brain design and development are reasons for differences between how boys and girls respond to reading and writing. Boys brains do not develop at the same rate or sequence as girls, which can affect behaviors and attitudes (Fletcher, 2006; Gurian & Henley, 2001). She

The motivation to read is often hard for some students, adults, and even teachers. Growing up, I often had a hard time with reading, I found a lot of texts to be boring and would rather use my time wisely. I found reading to be unimportant and would lie about it. My parents would sign a sheet of paper that said I read independently, but I really didn’t. Reading now is very important for me and I can relate to my stubborn unmotivated students. Reading Motivation: Exploring the Elementary Gender Gap by: Barbara Marinak and Linda Gambrell was the article that I chose to read. In this article, it addresses how student feel about themselves as a reader and if they value reading. The gender differences are revealed

In contemporary society, much ink has been spilled about writing gap between boys and girls becoming widen to new record, and some claim that boys lag behind girls in both reading and writing. Such assertion, however, is regarded wrong by others. As far as I am concerned, the statement that boys lag behind girls in both reading and writing is arbitrary and one-sided because it fails to take all the related circumstances into consideration. We should analyze this statement in a comprehensive way before we draw the eventual conclusion.

Summary: This essay is about how reading gender stereotypes will influence children and how kids are influenced in books. I will provide examples of books and studies that have gender stereotypes and what it does to the children that read it. In the end I will talk about how progress had been made in gendered reading and now there are even publications dedicated to helping the LGTBC.

The goal of this paper is to determine who is more motivated between males and females on average in reading. In one study females were considered more motivated and exhibited higher mastery in reading. There were several factors that contributed to this conclusion, some being biological and distinctly different from gender to gender. Boys were usually assessed as less developed mentally and developing in different sequences as their female counterparts. The corpus callosum was 20% bigger in females than males. These connect the two hemispheres of the brain. Couple this with these facts together explains why females tend to be better communicators than males. Boys generally express their feeling with action whereas girls are able to

Perhaps the most prevailing inequalities in educational achievement are those associated with socio-economic status (SES) and gender. While much research on equity gaps has focussed on secondary schooling, low achievement at the end of primary school is a key risk factor for subsequent low achievement at age 16, for leaving full-time education at the earliest opportunity, and for long term employment and occupational outcomes (Boudon, 1974; McIntosh & Vignoles, 2000; Kingdon & Cassen, 2010). It is therefore vital that teacher’s are aware of the impact these factors have on education, and what can be done to help reduce the gaps in equality. This paper therefore looks to discuss both how gender and SES impact on reading, and the reasons why and then what teachers can do to overcome the problems.

Gender and ethnic differences in education are two of the most frustrating obstacles that teachers and administrators of any school face in the continual struggle to ensure that all children reach the highest level of learning and understanding possible. We are constantly looking at data, searching for interventions that get positive results, and changing our teaching to meet the needs of our children. But, as described in chapter 13, it is almost impossible to combat the differences because we don’t know exactly why the differences exist. The biggest reason we can’t pinpoint the exact reasons is because of the difficulty of isolating factors without other factors having an effect. In fact, even the “experts” don’t agree on the reasons and for both areas of concern there are multiple theories and beliefs and each of them have pros and cons for buying into their system. I think after reading chapter 13, I am even more frustrated because I was hoping that it might contain some clearer answers to help me in combatting these identified deficits in our school.

Inspecting the progression through the spectacles of critical race theory (CRT), this study examines how to review cultural response to adjust teaching to responding to the cultural needs and learning styles of African American male students, as a result of institutional racism, particularly through the teachers expectations, curriculum and how it negatively impacts African American male students in schools. The set of connections to be illustrated consist of dividing three fractions first I will examine teachers’ applications towards increasing literacy engagement for Black adolescent males. Then, borrowing from supporting theories and frameworks, I will explain why this is occurring to the students, highlighting what is happening within the region of North Texas of a large city. In section two, I inquire into an analysis of the problem, focusing on three aspects of CRT in education and reading barriers of African American male students in the classroom. Finally, in section three, I clarify existing multicultural professional development that addresses the problem from an organizational leadership approach and a classroom pedagogy approach.

In addition to phonemic awareness, phonics, vocabulary, fluency, and comprehension, motivation can be considered the sixth component to becoming a proficient reader. A student’s motivation in reading is a predictor for long term reading success. This review examined gender differences in regards to reading motivation based on gender, age, teacher’s perspectives, and self-concept. Boys’ overall motivation was far less than girls. As a student’s age increased, their motivation in reading decreased. Teacher’s perspectives had a strong impact on students’ motivation. Finally, self-concept affected both genders equally