Categories

Category: Whites

  • It's Not "a Black Thing": Understanding the Burden of Acting White and Other Dilemmas of High Achievement

    1/1/05 - Tyson, Karolyn, Darity, William, Jr., Castellino, Domini R.

    For two decades the acting white hypothesis--the premise that black students are driven toward low school performance because of racialized peer pressure--has served as an explanation for the black-white achievement gap. Fordham and Ogbu proposed that black youths sabotage their own school careers by taking an oppositional stance toward academic achievement. Using interviews and existing data from eight North Carolina secondary public schools, this article shows that black adolescents are...

  • Locus of control, self-esteem, and field independence as predictors of school achievement among Anglo American and Mexican American children

    1/1/80 - Nelson, William, Knight, George P., Kagan, Spencer, Gumbiner, Jann

    Explored the relation of measures of locus of control, self-esteem, and field independence to the reading and math achievement of 170 Mexican-American and Anglo-American children. Ss were administered a battery of tests including the Intellectual Achievement Responsibility Questionnaire, the Self-Esteem Inventory, the man-in-the-frame test, and the California Achievement Tests. The Anglo-American/Mexican-American school achievement gap was confirmed, but no significant cultural difference on...

  • More than one gap: Dropout rate gaps between and among Black, Hispanic, and White students

    1/1/08 - Carpenter, Dick M., II, Ramirez, Al

    The achievement gap, traditionally measured by test scores, also can be documented by dropout behavior. Examining dropout behavior among Black, White, and Hispanic students, with a particular focus on gaps within groups and not just between Whites and minorities, shows a clearer picture of the achievement gap. The results of our study show multiple achievement gaps both between and within groups, ultimately concluding that within-group gaps were often more significant than gaps between...

  • On Interpreting Research on Stereotype Threat and Test Performance

    1/1/05 - Sackett, Paul R., Hardison, Chaitra M., Cullen, Michael J.

    The authors comment on the comments (see records 2005-03019-016; 2005-03019-017; 2005-03019-018) made on their original article entitled <i>On Interpreting Stereotype Threat as Accounting for African American-White Differences on Cognitive Tests</i> (see record 2004-10043-001). The authors welcome the thoughtful insights of Wicherts, Helms, and Cohen and Sherman, and they hope that these comments stimulate further critical analysis of methodological issues associated with stereotype threat...

  • Race, cultural capital and educational resources: Persistent inequalities and achievement returns

    1/1/99 - Roscigno, Vincent J., Ainsworth-Darnell, James W.

    Examined the extent to which Black and White students differ in cultural capital and household educational resources, the mediating role these attributes may play between family background and racial disparities in academic achievement, and whether educational returns vary by racial group. Data were obtained from the National Education Longitudinal Survey (1990) of 16,189 10th graders (83.6% White, 16.4% Black). The findings of a statistical analysis show that significant racial variations...

  • Racial and gender science achievement gaps in secondary education

    1/1/03 - Bacharach, Verne R., Baumeister, Alfred A., Furr, R. Michael

    A substantial disparity exists for academic achievement in science between Black and White primary-school children. A similar gap exists between boys and girls. The extent to which secondary education influences these achievement gaps has not been established. The authors report analyses showing how these science achievement gaps change as a function of secondary education. Analyses of data from a large, nationally representative longitudinal study of academic achievement showed that racial...

  • Relating test-taking attitudes and skills and stereotype threat effects to the racial gap in cognitive ability test performance

    1/1/03 - Nguyen, Hannah-Hanh D., O'Neal, Alisha, Ryan, Ann Marie

    This research extended past studies on race effects and stereotype threat (ST) effects outside the academic domain, as well as exploring the mediating role of test-related cognition, motivation, and emotionality in the Black-White cognitive ability test performance differences. One hundred seventy-two undergraduates took a simulated personnel selection test and responded to measures of attitudinal and test-taking skills prior to and after the test. Half of the participants were told that the...

  • 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...

  • School choice, racial segregation and test-score gaps: Evidence from North Carolina's charter school program

    1/1/07 - Bifulco, Robert, Ladd, Helen F.

    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...

  • Stereotype Threat and the Social and Scientific Contexts of the Race Achievement Gap

    1/1/05 - Cohen, Geoffrey L., Sherman, David K.

    Comments on an article by Paul Sackett, Chaitra Hardison and Michael Cullen entitled On Interpreting Stereotype Threat as Accounting for African American-White Differences on Cognitive Tests (see record 2004-10043-001). In their article, Sackett, Hardison, and Cullen (see record 2000-16592-021) critiqued misrepresentations of the original stereotype threat findings presented by Steele and Aronson. They criticized representations of the research that suggest that stereotype threat explains...

  • Stereotype Threat Does Not Live by Steele and Aronson (1995) Alone

    1/1/04 - Steele, Claude M., Aronson, Joshua A.

    This comment notes that P. R. Sackett et al (see record 2004-10043-001) have raised a concern: that 29 mischaracterizations of an experiment from C. M. Steele and J. Aronson (see record 1996-12938-001) spread over 8 years of media reports, journal articles, and textbooks could mislead teachers, students, researchers, policymakers, and parents into believing that the African American-White test-score gap is entirely caused by stereotype and not at all by group differences in opportunities and...

  • Testing conditions influence the race gap in cognition and achievement estimated by household survey data

    1/1/03 - Kim, Hyoshin, Baydar, Nazli, Greek, April

    The present study investigates the hypothesis that the race gap estimated using achievement test scores administered during household surveys may partly be accounted for by measurable testing conditions such as interviewer characteristics, interviewer-child interactions, and the testing environment in the home. Using the child assessments of the National Longitudinal Survey of Youth (NLSY) in 1992, the findings clearly indicate that the factors related to testing conditions in the home have...

  • 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...

  • The Black-White "achievement gap" as a perennial challenge of urban science education: A sociocultural and historical overview with implications for research and practice

    1/1/01 - Norman, Obed, Ault, Charles R., Jr., Bentz, Bonnie, Meskimen, Lloyd

    Explores the academic achievement gap between African American and White students in urban science classrooms. History shows that this gap existed for groups other than African Americans. The authors examine how historical and sociocultural factors in the manifestation and eventual disappearance of the gap for these groups may shed light on the present problem. The authors conclude that the sociocultural position of groups is crucial to understanding the scholastic performance of students...

  • The black-white gap in mathematics course taking

    1/1/09 - Kelly, Sean

    Using data from the National Education Longitudinal Study, this study investigated differences in the mathematics course taking of white and black students. Because of lower levels of achievement, prior course taking, and lower socioeconomic status, black students are much more likely than are white students to be enrolled in low-track mathematics courses by the 10th grade. Using multilevel models for categorical outcomes, the study found that the black white gap in mathematics course taking...

  • The Black–White test score gap and early home environment

    1/1/09 - Yeung, Wei-Jun Jean, Pfeiffer, Kathryn M.

    Based on panel data for three age cohorts of children from the Panel Study of Income Dynamics, we examine how early home environment contributes to black–white achievement gaps at different developmental stages and the extent to which early gaps contribute to later racial achievement gaps. We find large black–white test score differences among children of all ages even before children start formal schooling. Except for the oldest cohort, the gaps for all tests widened when...

(41 Results) Page:  1 2 3

Log In | Privacy Policy | Contact Us