ERIC Number: EJ982515
Record Type: Journal
Publication Date: 2012-Oct
Pages: 4
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4405
EISSN: N/A
A Call for Scientifically-Rigorous, Community-Based "Actionable Intelligence" to Promote the Academic Achievement of African American Boys: An Introduction to Fantuzzo, LeBoeuf, Rouse, and Chen (2012) and Commentaries
McWayne, Christine M.
Journal of School Psychology, v50 n5 p555-558 Oct 2012
This introduction briefly summarizes the featured article and commentaries making up this commissioned set of papers on the topic of the Black-White achievement gap and, more specifically, risk and protective factors for young African American boys' school success. Each paper highlights important considerations for advancing scholarship, practice, and policy aimed at promoting equity in education. A case is made that in order to advance scientific knowledge of this issue and its application, dialogue across disciplines, methodological traditions, and contexts is needed.
Descriptors: Academic Achievement, Equal Education, Achievement Gap, African American Students, Males, Low Achievement, Risk, At Risk Students, Urban Schools, Whites, Educational Policy, Resilience (Psychology), Educational Research, Research Needs
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A