Literaturnachweis - Detailanzeige
Autor/inn/en | Greer, Wil; Clark-Louque, Angela; Balogun, Ayanna; Clay, April |
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Titel | Race-Neutral Doesn't Work: Black Males' Achievement, Engagement, and School Climate Perceptions |
Quelle | In: Urban Education, 57 (2022) 7, S.1259-1287 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0042-0859 |
DOI | 10.1177/0042085918804015 |
Schlagwörter | African American Students; Males; Academic Achievement; Learner Engagement; Educational Environment; Student Attitudes; Urban Schools; High School Students; Advanced Placement Programs; Equal Education; Teacher Behavior; Teacher Student Relationship; Racial Bias; Discipline; Cultural Relevance; California African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Oberschule; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Racial discrimination; Rassismus; Disziplin; Kalifornien |
Abstract | This study explored the achievement, engagement, and school climate perceptions of African American males in urban high schools. Hierarchical regression and focus group interviews were used to analyze male sample (n = 114) data from a larger study. Findings suggest that students' perceptions were influenced by having information about and access to advanced placement (AP) courses, teacher patience and support, student--teacher relationships, and racial fairness in student discipline. Providing more information about and support in AP courses, ongoing cultural proficiency training, and investments in racially fair discipline systems are among the recommendations. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |