Categories

Category: High

  • Reassessing the "Burden of 'Acting White'": The Importance of Peer Groups in Managing Academic Success

    1/1/03 - Horvat, Erin McNamara, Lewis, Kristine S.

    In 1986 Fordham and Ogbu introduced the idea that Black students continue to underperform in school because of their cultural opposition to "acting White." This notion of the burden of acting White and Ogbu's cultural ecological theory more broadly have provided one of the dominant theories used to explain the Black-White achievement gap. The research presented here offers a reassessment of the burden of acting White and directs researchers to examine the variation to be found in high school...

  • Rethinking gender differences in literacy

    1/1/99 - Gambell, Trevor J., Hunter, Darryl M.

    Gender equity initiatives in schools, curricula, and resources, especially reading materials, are intended to resolve equity problems that have withheld opportunity for female students. However, recent literacy assessment in Canada and other part of the world reveal differential patterns in males' and females' achievement in reading and writing. Females outperform males in all areas of reading and writing at the elementary, middle, and secondary levels, and this literacy gap does not narrow...

  • Review of Black American students in an affluent suburb: A study of academic disengagement

    1/1/05 - Drain, J. Denise

    Reviews the book, <i>Black American students in an affluent suburb: A study of academic disengagement</i> by J. U. Ogbu (see record 2003-04692-000). The purpose of this book is to report findings of a research project that investigated the achievement gap between African American and White students in the community of Shaker Heights, OH. The topic of the racial achievement gap is quite current and interesting to many school administrators, government agencies, and community leaders. The...

  • The Academic Achievement Gap Between Blacks and Whites: The Latest Version of Blaming the Victim?

    1/1/04 - Horton, Arthur

    This paper considers the academic achievement gap between African American and White students at the elementary and high school levels. It attempts to determine if race or lower socioeconomic status impact results of standardized test results at high performing and low performing schools. It presents research involving regression analysis of data for the state of Illinois. Results indicate race is not a negative factor at high performing or low performing schools for both elementary or high...

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