The Effects of School Desegregation on Motivation and Achievement
Author: David E. Bartz
Publisher: JAI Press(NY)
Published: 1984
Total Pages: 356
ISBN-13:
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Author: David E. Bartz
Publisher: JAI Press(NY)
Published: 1984
Total Pages: 356
ISBN-13:
DOWNLOAD EBOOKAuthor: Harold Gerard
Publisher: Springer Science & Business Media
Published: 2013-03-09
Total Pages: 301
ISBN-13: 1461343100
DOWNLOAD EBOOKHAROLD B. GERARD AND NORMAN MILLER In the fall of 1965, when the school board of the Riverside Unified School District made its momentous decision to desegregate the ele mentary schools in Riverside, both of us were faculty members in the psychology department on the Riverside campus of the University of California. The riots in Watts had occurred the previous August and the shock waves were being felt around the cou~try. Although the black population of Riverside at the time was only 6% or 7%, people were ap prehensive. A story appeared in the local paper, The Rzverside Press Enterprzse, about several Blacks who were watching the burning and looting in Watts on TV. One of them, excited by what he saw, ex claimed, "Man-let's burn here, too. " The others in the bar were more level-headed and fortunately dissuaded him from following his impulse. Barely two weeks later, however, someone set fire to one of the build ings of Lowell School, in the eastside ghetto area. Nothing was left of the building but a charred shell. People in Riverside, of all ethnic groups, were generally edgy in the face of a seemingly volatile situation. Agitation by minority parents for improved education for their children seemed to be reinforced by the general unrest.
Author: Leslie Cecilia Jackson
Publisher:
Published: 1981
Total Pages: 336
ISBN-13:
DOWNLOAD EBOOKAuthor: Mary Jane Espinola
Publisher:
Published: 1970
Total Pages: 54
ISBN-13:
DOWNLOAD EBOOKAuthor: Tanisha S. Pruitt
Publisher:
Published: 2015
Total Pages: 81
ISBN-13:
DOWNLOAD EBOOKThe objective of this thesis is to examine the lowered academic achievement of African- American males since the Brown v. Board of Education, Topeka Kansas court decision that ruled in favor of school desegregation. The research shows that school desegregation was intended to allow African Americans educational equity with their White counterparts. Since Brown v. Board, there has been increased academic achievement for African-American females and lowered achievement among males. Predictions were made that poverty and low motivation affect academic achievement for African-American males. Regression analyses yielded results showing poverty and motivation were statistically significant; however, neither of the variables were a strong predictor of the outcome of academic achievement. Whether or not a student graduated from high school or whether students took any AP courses were the highest predictors of academic achievement, showing that academic achievement can be predicted more on the opportunities provided to the students, rather than poverty or motivation.
Author: Robert Stephen Feldman
Publisher: Cambridge University Press
Published: 1990-07-27
Total Pages: 400
ISBN-13: 9780521396424
DOWNLOAD EBOOKThis book examines the ways in which the theory and data of social psychology can be applied to teaching, learning, and other experiences in schools. Its focus ranges in level from the individual (e.g., student attitudes and attributions), to the teacher-student interaction, to the impact of society (e.g., racial and cultural influences on school performance). The editor and distinguished contributors have two major purposes. The first is to illustrate the scope and sophistication of the emerging field known as the social psychology of education. The second is to provide solid, informed suggestions to educators for the amelioration of current educational problems. To that end, each author explicitly discusses implications for educational practice.
Author: James Lynch
Publisher: Routledge
Published: 1992
Total Pages: 439
ISBN-13: 1135385726
DOWNLOAD EBOOKAddresses the accommodation of social equity with cultural diversity in educational terms. The book seeks to find the pathways to a less selfish and parochial response to the problem with new approaches and policies.
Author: Ulrich Wagner
Publisher: John Wiley & Sons
Published: 2009-01-26
Total Pages: 344
ISBN-13: 1444303120
DOWNLOAD EBOOKImproving Intergroup Relations focuses on emerging research directions for improving intergroup relations, a field which has been largely influenced and inspired by the life contributions of Thomas F. Pettigrew. The book Contains 18 original articles written in an accessible style by experts in psychology and related disciplines Suggests practical strategies for improving intergroup relations Looks at intergroup relations from the early influence of Dr. Pettigrew and how his seminal work has fostered many new developments in the field Explores the implications of intergroup research for the promotion of social change
Author: Marcelo M. Suárez-Orozco
Publisher: Taylor & Francis
Published: 2022-01-26
Total Pages: 345
ISBN-13: 1135709661
DOWNLOAD EBOOKThis six-volume set focuses on Latin American, Caribbean, and Asian immigration, which accounts for nearly 80 percent of all new immigration to the United States. The volumes contain the essential scholarship of the last decade and present key contributions reflecting the major theoretical, empirical, and policy debates about the new immigration. The material addresses vital issues of race, gender, and socioeconomic status as they intersect with the contemporary immigration experience. Organized by theme, each volume stands as an independent contribution to immigration studies, with seminal journal articles and book chapters from hard-to-find sources, comprising the most important literature on the subject. The individual volumes include a brief preface presenting the major themes that emerge in the materials, and a bibliography of further recommended readings. In its coverage of the most influential scholarship on the social, economic, educational, and civil rights issues revolving around new immigration, this collection provides an invaluable resource for students and researchers in a wide range of fields, including contemporary American history, public policy, education, sociology, political science, demographics, immigration law, ESL, linguistics, and more.
Author: Derrick Darby
Publisher: University of Chicago Press
Published: 2018-01-24
Total Pages: 209
ISBN-13: 022652549X
DOWNLOAD EBOOK“An indispensable text for understanding educational racial injustice and contributing to initiatives to mitigate it.” —Educational Theory American students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind—the idea that there are racial differences in intelligence, character, and behavior—they show how philosophers, such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W.E.B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement. While we can’t expect schools alone to solve these vexing social problems, we must demand that they address the injustices associated with how we track, discipline, and deal with special education that reinforce long-standing racist ideas. That is the only way to expel the Color of Mind from schools, close the racial achievement gap, and afford all children the dignity they deserve.