Download Free Factors Affecting The Educational Attainment Of African American Males Book in PDF and EPUB Free Download. You can read online Factors Affecting The Educational Attainment Of African American Males and write the review.

African-American males participation in higher education has declined due to low academic achievement. The research suggests that this low achievement is caused by racism, academic preparation, self-esteem, teacher expectation, and goals. Although I agree with most of the research, I have concluded that along with teacher's expectations, four other factors greatly impact academic achievement. These other four factors are (1) school demographics, (2) curriculum, (3) parental involvement, and (4) peer pressure. These factors were observed through casual conversations with African-American male high school students in a large midwestern area. The observational analysis suggests that improvement in these areas will help to increase academic success.
In this groundbreaking and timely volume Vernon Polite and James Earl Davis have brought together the perspectives and research findings of eminent scholars who study the educational and social lives of African American males. The result is a volume that brims with new outlooks and viewpoints—a refreshing departure from pervasive and oftentimes stereotypical literature about the African American male experience—and gives the reader access to prevalent issues affecting this population today. Thoughtful attention is paid to broader outcomes such as educational attainment, job procurement, and quality of life. These topics are discussed against the backdrop of student background and schooling with the overall aim of improving the academic and social outcomes of this population. “At last, a comprehensive look at the most salient issues that affect the future of African American men. This book provides much more than a ray of hope; it is replete with recommendations and practices that, if implemented, will positively impact educational and social outcomes. Every educator and parent who grapples with the dilemma of educating Black boys and young men should read this book.” —Robert Peterkin, Ph.D., Harvard University's Urban Superintendents Program “School administrations serious about addressing the underachievement and underdevelopment of African American boys and youths will find in this book theoretical and methodological approaches (e.g., practical, just–in–time strategies for implementation). . . . This book will empower readers who are committed to equity and excellence for African American male students.” —Gwendolyn J. Cooke, Ph.D., Director, Urban Services, National Association of Secondary School Principals
Addresses the subject of the disproportional decline of Black American Males in higher education. This book provides critical historical overviews and analyses pertaining to Black American males in higher education and Black Americans of both genders.
This study examined African American males' educational attainment by evaluating the impact of programs and services and analyzing factors influencing students to persist to graduation. It introduced literature focused on persistence and attrition of African American male students who matriculated at higher educational institutions to explore the factors impacting their educational experiences. The study explored challenges and barriers African American males encounter, which affect their educational outcomes at a college campus. It also used theoretical frameworks as a foundation to gain insight into how academic and social engagement, racial micro-aggressions, and student involvement impact educational outcomes of African American males in higher education. Additionally, the study examined personalized support services and programs that can directly impact African American males' engagement on a college campus such as mentoring, advising, and campus clubs and organizations. Sources of Data The sample for the study was taken from the population of approximately 24,000 undergraduate students enrolled at Dynamic University (DU) during the 2012/2013 academic school year and from alumni of DU. Participants in this study were African American males involved or currently participate in retention programs, clubs, organization, and fraternities at the university. The survey was provided to students enrolled at the time of the study or who graduated from a public four-year university, Dynamic University. African American male students involved (at the time of the study or previously) in the Educational Opportunity Program (EOP), the Cooper-Woodson Enhancement Program (CWC), clubs and organizations, fraternities, or who utilized other support services and programs on campus were surveyed. The sample size was 84 EOP students, 55 CWC students, and 50 alumni who graduated from Dynamic University. The survey yielded 38 respondents, of which over 47% had indicated receiving their bachelor's degree from Dynamic University. Conclusions Reached Various components of support programs and services have a huge impact on African American males' educational experiences in higher education. For many students, being engaged or involved inside and outside the classroom environment has influenced educational attainment at the university. The data from African American male participants involved in supportive programs, services, fraternities, clubs, or organizations showed engagement having a major impact on student's motivation to persist to degree completion. In addition, family, career goals, and mentoring seem to also be important factors that have encouraged African American males surveyed to persist. Although the respondents were unaware of resources, services, and programs available upon first matriculating to the institution, the majority of African American male respondents became involved because of personal development and networking opportunities, components in certain programs and services on campus. The significant amount of respondents indicated encountering challenges with financial aid assistance and personal obstacles affecting their academic performance at the institution. African American males surveyed seemed to be overall satisfied with services, programs, and resources provided by the institution. Furthermore, African American male respondents' levels of satisfaction and interactions with faculty members seemed to play a critical role in students' academic performance and educational experience at the university.
In his new book, the author of the bestseller Why Race and Culture Matter in Schools examines the chronic under-performance of African American males in U.S. schools. Citing a plethora of disturbing academic outcomes for Black males, this book focuses on the historical, structural, educational, psychological, emotional, and cultural factors that influence the teaching and learning process for this student population. Howard discusses the potential, and promise of Black males by highlighting their voices to generate new insights, create new knowledge, and identify useful practices that can significantly improve the schooling experiences and life chances of Black males. Howard calls for a paradigm shift in how we think about, teach, and study Black males. The book: examines current structures, ideologies, and practices that both help and hinder the educational and social prospects of Black males; translates frequently cited theorectical principles into research-based classroom practice; documents teacher-student interactions, student viewpoints, and discusses the troubling role that sports plays in th lives of many Black males; highlights voices and perspectives from Black male students about ways to improve their schooling experiences and outcomes; and identifies community-based programs that are helping Black males succeed.
Closing the Education Achievement Gaps for African American Males is a research-based tool to improve the schooling experience of African American males. Editors Theodore S. Ransaw and Richard Majors draw together a collection of writings that provide much-needed engagement with issues of gender and identity for black males, as well as those of culture, media, and technology, in the context of education. The distinguished and expert contributors whose work comprises this volume include an achievement-gap specialist for males of color, two psychologists, a math teacher, an electrical engineer, a former school principal, a social worker, and a former human rights commissioner. From black male learning styles to STEM, this book shows that issues pertaining to educational outcomes for black males are nuanced and complex but not unsolvable. With its combination of fresh new approaches to closing achievement gaps and up-to-date views on trends, this volume is an invaluable resource on vital contemporary social and educational issues that aims to improve learning, equity, and access for African American males.
Part of the "Emerald's Diversity in Higher Education" series, this volume presents discussions related to reports on research and theoretical views pertaining to Black males in higher education. It also includes discussions of intervention programs within or associated with institutions of higher education.
The Education of Black Males in a ‘Post-Racial’ World examines the varied structural and discursive contexts of race, masculinities and class that shape the educational and social lives of Black males. The contributing authors take direct aim at the current discourses that construct Black males as disengaged in schooling because of an autonomous Black male culture, and explore how media, social sciences, school curriculum, popular culture and sport can define and constrain the lives of Black males. The chapters also provide alternative methodologies, theories and analyses for making sense of and addressing the complex needs of Black males in schools and in society. By expanding our understanding of how unequal access to productive opportunities and quality resources converge to systemically create disparate experiences and outcomes for African-American males, this volume powerfully illustrates that race still matters in 'post-racial' America. This book was originally published as a special issue of Race Ethnicity and Education.
Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Offering recommendations and strategies to help advance success among Black males, this monograph provides a comprehensive synthesis and analysis of factors that promote the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges). It delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education. This is the 3rd issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Engage in exploratory discussion on African American male achievement. Why do some students return to school year after year excited and engaged? Why do other students dread school, have negative feelings toward school, or feel unequipped by the challenge or demands of school? Educating African American Males offers multiple perspectives on this topic from top scholars in the field of urban education. Contributions in this book represent the proceedings from a conference co-sponsored by the U.S. Department of Education and Howard University and devoted to African American male achievement. This exciting new resource brings this important discussion to the field and offers unique perspectives covering sociological, emotional, economic, pedagogical, and cognitive realms. Educating African American Males makes bold strides in moving away from low test scores, high dropout and expulsion rates, and high disciplinary problems, and toward the constructive aim of achieving high-quality education for all students.