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Black Students (black + student)
Selected AbstractsBeing a Good Teacher of Black Students?CURRICULUM INQUIRY, Issue 4 2005Unintentional Racism, White Teachers ABSTRACT This ethnographic study describes the roles adopted by four White teachers in the United States during and after they participated in a seminar on teaching antiracism with colleagues at the Woodson Elementary School, the only African American neighborhood school in a small Midwestern city. Each of these teachers self-identified as a good teacher and identified a central metaphor by which she understood her role as a teacher of Black students. By examining the roles and related practices of these teachers, I highlight the disconnect between what researchers have identified as good practices for teaching students of color and how these teachers understand themselves as good teachers. I describe how the roles that each of these four teachers adopted relate to the perpetuation of Whiteness and how such a relation is embedded in their everyday teaching practices and might function to sustain racist practice and ideology in the schooling of students of color. Findings suggest that the ways that these teachers understood their roles as teachers of Black students are intimately linked to how closely their practice represented what is known as culturally relevant pedagogy. [source] The Segregation of Black Students at Oberlin College after ReconstructionHISTORY OF EDUCATION QUARTERLY, Issue 3 2001Cally L. Waite First page of article [source] Being a Good Teacher of Black Students?CURRICULUM INQUIRY, Issue 4 2005Unintentional Racism, White Teachers ABSTRACT This ethnographic study describes the roles adopted by four White teachers in the United States during and after they participated in a seminar on teaching antiracism with colleagues at the Woodson Elementary School, the only African American neighborhood school in a small Midwestern city. Each of these teachers self-identified as a good teacher and identified a central metaphor by which she understood her role as a teacher of Black students. By examining the roles and related practices of these teachers, I highlight the disconnect between what researchers have identified as good practices for teaching students of color and how these teachers understand themselves as good teachers. I describe how the roles that each of these four teachers adopted relate to the perpetuation of Whiteness and how such a relation is embedded in their everyday teaching practices and might function to sustain racist practice and ideology in the schooling of students of color. Findings suggest that the ways that these teachers understood their roles as teachers of Black students are intimately linked to how closely their practice represented what is known as culturally relevant pedagogy. [source] Performing Race in Four Culturally Diverse Fourth Grade Classrooms: Silence, Race Talk, and the Negotiation of Social BoundariesANTHROPOLOGY & EDUCATION QUARTERLY, Issue 3 2009Rebecca Schaffer This article addresses how preadolescents produce and perform race through an ethnographic study of 8- to 11-year-old students in four fourth grade classrooms in the southeastern United States. Although Asian, Latino, and white students tended to avoid explicit talk of race, many white students constructed black students as disruptive "troublemakers." Black students were more likely to openly discuss race and racism and used race talk to silence or isolate certain students.,[race, identity, media, elementary school, multicultural education] [source] Beyond Capital High: On Dual Citizenship and the Strange Career of "Acting White"ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 3 2008Signithia Fordham In this article, I reflect on the strange career of the "burden of ,acting White' " since it attracted widespread popular and academic attention over 20 years ago. I begin by noting that my original definition of "the burden of ,acting White' " should not be confused with a prominent misconception of the problem as the "fear" of "acting White." I then offer a revised definition that has emerged in the wake of the collision of meanings attributed to the Capital High study. At the core of the twists and turns this concept has taken is attempted identity theft: In exchange for what is conventionally identified as success, racially defined Black bodies are compelled to perform a White identity by mimicking the cultural, linguistic, and economic practices historically affiliated with the hegemonic rule of Euro-Americans. Third, drawing on recent work on the impact of gender-specific racial performances on Black males' and Black females' academic success, I analyze quantitative data from Capital High to explain the gender-specific response patterns of male and female students to the dilemmas implicit in academic success. Finally, I suggest possible implications of the centrality of the burden of "acting White" for the academic performance of Black students and the identity of African Americans more generally.[burden of "acting White," identity theft, racial insufficiency, gender insufficiency, Capital High, academic achievement] [source] Affirmative Action in Higher Education: How Do Admission and Financial Aid Rules Affect Future Earnings?ECONOMETRICA, Issue 5 2005Peter Arcidiacono This paper addresses how changing the admission and financial aid rules at colleges affects future earnings. I estimate a structural model of the following decisions by individuals: where to submit applications, which school to attend, and what field to study. The model also includes decisions by schools as to which students to accept and how much financial aid to offer. Simulating how black educational choices would change were they to face the white admission and aid rules shows that race-based advantages had little effect on earnings. However, removing race-based advantages does affect black educational outcomes. In particular, removing advantages in admissions substantially decreases the number of black students at top-tier schools, while removing advantages in financial aid causes a decrease in the number of blacks who attend college. [source] School choice, racial segregation, and test-score gaps: Evidence from North Carolina's charter school program*JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2007Robert Bifulco Using panel data that track individual students from year to year, we examine the effects of charter schools in North Carolina on racial segregation and black-white test score gaps. We find that North Carolina's system of charter schools has increased the racial isolation of both black and white students, and has widened the achievement gap. Moreover, the relatively large negative effects of charter schools on the achievement of black students is driven by students who transfer into charter schools that are more racially isolated than the schools they have left. Our analysis of charter school choices suggests that asymmetric preferences of black and white charter school students (and their families) for schools of different racial compositions help to explain why there are so few racially balanced charter schools. © 2006 by the Association for Public Policy Analysis and Management. [source] Race, Region, and Representative BureaucracyPUBLIC ADMINISTRATION REVIEW, Issue 5 2009Jason A. Grissom Scholars of representative bureaucracy have long been interested in the linkage between passive representation in public agencies and the pursuit of specific policies designed to benefit minority groups. Research in this area suggests that the structural characteristics of those organizations, the external political environment, and the perceptions of individual bureaucrats each help to facilitate that relationship. Work to date has not, however, sufficiently investigated the impact of region on representation behavior, which is surprising given the emphasis that it receives in the broader literature on race and politics. Drawing on that literature, this study argues that, for black bureaucrats, region of residence is an important moderator of active representation because it helps to determine the salience of race as an issue and the degree of identification with racial group interests. It tests hypotheses related to that general argument in a nationally representative sample of more than 3,000 public schools. The results suggest that black teachers produce greater benefits for black students in the South, relative to other regions. A supplementary analysis also confirms the theoretical supposition that race is a more salient issue for Southern black bureaucrats, when compared with their non-Southern counterparts. [source] Race, Power, and Equity in a Multiethnic Urban Elementary School with a Dual-Language "Strand" ProgramANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2010Deborah Palmer Dual-language education is often lauded for providing high-caliber bilingual instruction in an integrated classroom. This is complicated, however, when a dual-language program does not include all members of a school community. This article examines a "strand" dual-language program that attracts middle-class white students to a predominantly black and Latino community; yet, only some Latino students and almost no black students are included in the dual-language program. Although rarely directly discussing race, teachers and parents simultaneously commend the program for bringing diversity and enrichment to the campus, and accuse it of exacerbating inequities in the educational experiences of different children at the school. Taking a critical race perspective, and in particular using the principle of "interest convergence" and the frames of "color-blind racism" (Eduardo Bonilla-Silva 2006), this article works to uncover the forces underlying these tensions.,[two-way immersion, dual-language education, African Americans, critical race theory] [source] Performing Race in Four Culturally Diverse Fourth Grade Classrooms: Silence, Race Talk, and the Negotiation of Social BoundariesANTHROPOLOGY & EDUCATION QUARTERLY, Issue 3 2009Rebecca Schaffer This article addresses how preadolescents produce and perform race through an ethnographic study of 8- to 11-year-old students in four fourth grade classrooms in the southeastern United States. Although Asian, Latino, and white students tended to avoid explicit talk of race, many white students constructed black students as disruptive "troublemakers." Black students were more likely to openly discuss race and racism and used race talk to silence or isolate certain students.,[race, identity, media, elementary school, multicultural education] [source] The Construction of Black High-Achiever Identities in a Predominantly White High SchoolANTHROPOLOGY & EDUCATION QUARTERLY, Issue 3 2009Dorinda J. Carter Andrews In this article, I examine how black students construct their racial and achievement self-concepts in a predominantly white high school to enact a black achiever identity. By listening to these students talk about the importance of race and achievement to their lives, I came to understand how racialized the task of achieving was for them even though they often deracialized the characteristics of an achiever. I suggest that these students do not maintain school success by simply having a strong racial self-concept or a strong achievement self-concept; rather, they discuss achieving in the context of being black or African American. For these students, being a black or African American achiever in a predominantly white high school means embodying racial group pride as well as having a critical understanding of how race and racism operate to potentially constrain one's success. It also means viewing achievement as a human, raceless trait that can be acquired by anyone. In their descriptions of themselves as black achievers, these students resist hegemonic notions that academic success is white property and cannot be attained by them.,[self-concept, high achievers, black student achievement, achievement self-concept] [source] | |||||||||||||