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Descriptors:
Females; Majors (Students); Academic Persistence; Science Education; Role of Religion; Teacher Educators; Hispanic American Students; African American Students; Disproportionate Representation; Student Attitudes; Career Choice; Science Careers; Religious Factors; Beliefs; Minority Group Students

Abstract:
This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on one theme that emerged among six participants who disclosed how religion was a significant influence on their persistence in science fields. The strength and support offered by religious values is certainly not specific to science content; however, the support received from their beliefs highlights a potential area for further exploration. Given the importance of increasing participation by students from diverse backgrounds into science fields, it is critical to recognize how some of these differences may be the key factors influencing the way these students look at the world. This study offers evidence that science educators need to consider what role religious beliefs have for students who may be considering science or science education as a future career, particularly for those students from underrepresented groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
African American Students; Elementary School Students; Classification; Productivity; Low Income Groups; Socioeconomic Status; Semantics

Abstract:
The current study compares the productivity (number of responses) and the typical responses to taxonomic and slot-filler prompts in 39 African American children from low-income backgrounds and a diverse group of 21 children from middle-income backgrounds. The authors tested the hypothesis that socioeconomic status would exert a global influence on productivity and typicality responses such that children from middle-income environments would generate higher productivity rates and more sophisticated typical responses. They found support for this hypothesis only in categories that appear to be related to exposure to formal contexts. Several categories that reflect basic life experiences displayed similar rates of productivity and typical responses across socioeconomic groups. Findings from this study have implications for the assessment of semantic knowledge in elementary-school-age children from diverse cultural and linguistic backgrounds. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Characteristics; Racial Factors; Ethnicity; Stereotypes; White Students; Racial Differences; Grade 10; African American Students; Hispanic American Students; High School Students; Asian American Students; Surveys; Teacher Attitudes; Student Attitudes; Parent Attitudes; Student Behavior; English Teachers; Mathematics Teachers

Abstract:
Previous research demonstrates that students taught by teachers of the same race and ethnicity receive more positive behavioral evaluations than students taught by teachers of a different race/ethnicity. Many researchers view these findings as evidence that teachers, mainly white teachers, are racially biased due to preferences stemming from racial stereotypes that depict some groups as more academically oriented than others. Most of this research has been based on comparisons of only black and white students and teachers and does not directly test if other nonwhite students fare better when taught by nonwhite teachers. Analyses of Asian, black, Hispanic, and white 10th graders in the 2002 Education Longitudinal Study confirm that the effects of mismatch often depend on the racial/ethnic statuses of both the teacher and the student, controlling for a variety of school and student characteristics. Among students with white teachers, Asian students are usually viewed more positively than white students, while black students are perceived more negatively. White teachers' perceptions of Hispanic students do not typically differ from those of white students. Postestimation comparisons of slopes indicate that Asian students benefit (perceptionwise) from having white teachers, but they reveal surprisingly few instances when black students would benefit (again, perceptionwise) from having more nonwhite teachers. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Racial Discrimination; Racial Bias; Racial Factors; High School Students; Secondary School Teachers; Administrators; Attitude Measures; Cultural Influences; Racial Relations; Educational Environment; Public Schools; African American Students; White Students; Hispanic American Students; Special Education; At Risk Students; College Bound Students; Honors Curriculum

Abstract:
This article uses data drawn from nine months of fieldwork and student, teacher, and administrator interviews at a southern high school to analyze school racial conflict and the construction of racism. We find that institutional inequalities that stratify students by race and class are routinely ignored by school actors who, we argue, use the presence of so-called redneck students to plausibly deny racism while furthering the standard definition of racism as blatant prejudice and an individual trait. The historical prominence of rednecks as a southern cultural identity augments these claims, leading to an implicit division of school actors into friendly/nonracist and unfriendly/racist and allowing school actors to set boundaries on the meaning of racism. Yet these rhetorical practices and the institutional structures they mask contributed to racial tensions, culminating in a race riot during our time at the school. (Contains 2 tables and 16 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Exit Examinations; High School Students; African American Students; Curriculum Design; Classroom Environment; Culturally Relevant Education; High Stakes Tests; Reading Achievement; Student Attitudes; Literacy; English; Language Arts

Abstract:
This article explores practitioner inquiry and culturally relevant pedagogy to create academic success with students facing high school exit examinations in Reading. In Florida, about one-third of African American students passed the test in 2010. Student perspectives on achievement, school processes, and engagement were incorporated with strategic practice to create a collaborative, classroom environment. Culturally relevant pedagogy, literacy theory, and English language arts instruction were integrated with student's perspectives in curriculum design and instruction. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade Point Average; Multivariate Analysis; Predictor Variables; Graduation; Grade 9; Educational Attainment; Urban Schools; Longitudinal Studies; Dropout Prevention; At Risk Students; Program Effectiveness; Gender Differences; Correlation; College Attendance; Grade 8; Enrollment Trends; Intervention; Attendance Patterns; High School Students; African American Students; Limited English Speaking; Special Education; Socioeconomic Status; Student Behavior

Abstract:
This study of graduation outcomes in Baltimore uses multivariate analysis of longitudinal student cohort data to examine the impact of factors identified in previous research as early warning indicators of a dropout outcome. Student cohort files were constructed from longitudinal administrative data (following all first-time 2004-2005 and 2005-2006 9th graders forward in time until their on-time graduation year and 1 year past). Sequentially estimated logistic regression hierarchical linear modeling models indicated the strongest predictors of graduation were 9th-grade attendance and course failure, although gender was still significant. Multinomial logistic regression models were used to analyze the relationship between the 4 categories of college enrollment outcomes (enrollment in a 4-year college, enrollment in a 2-year college, graduation with no college enrollment, and nongraduation) and student-level predictor variables, including grade point average (GPA) and 8th-grade test scores. Results suggest that equipping schools to implement interventions to address chronic absenteeism and course failure in 9th grade is a crucial strategy for increasing both high school graduation and college enrollment. (Contains 8 tables and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Educational Policy; Racial Composition; Social Science Research; Elementary Schools; Secondary Schools; Age Differences; Effect Size; Minority Group Students; Meta Analysis; Outcomes of Education; Educational Environment; Racial Differences; Socioeconomic Status; At Risk Students; Grade Point Average; African American Students; Hispanic American Students; White Students; High School Students; Middle School Students; Elementary School Students; Grades (Scholastic)

Abstract:
Recently published social science research suggests that students attending schools with concentrations of disadvantaged racial minority populations achieve less academic progress than their otherwise comparable counterparts in more racially balanced or integrated schools, but to date no meta-analysis has estimated the effect size of school racial composition on mathematics outcomes. This metaregression analysis reviewed the social science literature published in the past 20 years on the relationship between mathematics outcomes and the racial composition of the K-12 schools students attend. The authors employed a two-level hierarchical linear model to analyze the 25 primary studies with 98 regression effects. Results indicate that school racial isolation has a small statistically significant negative effect on overall building-level mathematics outcomes. This relationship is moderated by the size of the sample in the study and by the way the independent variable was operationalized. Although it is small, the effect size is substantively meaningful. The effects are stronger in secondary compared to elementary grades, and racial gaps widen as students age. The emergence and widening of the race gaps as students move through the grades suggest that the association of racial segregation with mathematics performance compounds over time. Implications for educational policy and future research are discussed. (Contains 6 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
National Competency Tests; Measures (Individuals); African American Students; Comparative Analysis; Scores; Mathematics Tests; Mathematics Achievement; Gender Differences; Family Environment; Parent Child Relationship; Parent Participation; Academic Achievement

Abstract:
This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest in mathematics. Results indicated that African American male students who discussed studies 2-3 times a week scored higher than African American female students who discussed studies every day. In three states (Connecticut, Florida, and New Jersey), African American males who never or hardly ever discussed studies at home scored higher than African American males who never or hardly ever discussed studies at home in the state of Arkansas. In two states (Florida and New Jersey), African American males who discussed studies every few weeks scored higher than African American males who discussed studies every few weeks in Arkansas. In four states (Connecticut, Florida, Illinois, and New Jersey), the overall scale scores of African American males was higher than those of African American males in Arkansas. As a result of the findings, we present practical implications for parents of African American students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Enrollment Trends; College Applicants; Minority Group Students; Graduates; Labor Force Development; Hispanic American Students; Asian American Students; Pacific Islanders; Futures (of Society); Student Recruitment; White Students; African American Students

Abstract:
Over the next decade, more students of color than ever before will pass through the gates of the nation's colleges and join the ranks of its work force, according to new projections by the Western Interstate Commission for Higher Education. By the year 2020, minority students will account for 45 percent of the nation's public high-school graduates, up from 38 percent in 2009. In short, the number of white and black graduates will decline, and the number of Hispanic and Asian-American/Pacific Islander graduates will rise significantly. Those projections appear in the latest edition of "Knocking at the College Door," a regular report on demographic change published by the commission, which is known as Wiche. The updated report includes national, regional, and state-by-state projections for graduates of public and private high schools through 2027-28, revealing the enrollment challenges colleges must adapt to. "Knocking at the College Door" has long been a touchstone for those who recruit students. Rich in data, it portends a future that both inspires and worries enrollment officials, who must chart short- and long-term courses for their institutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Groups; Racial Differences; Academic Persistence; White Students; Research Methodology; Comparative Analysis; Research Needs; College Students; African American Students; Hispanic American Students; Asian American Students; Educational Environment; Racial Composition

Abstract:
What explains the persistent gap in college retention between white American college students and those who are members of ethnic minority groups? Some argue that a large part of the answer is campus racial climate: a negative climate disproportionately harms minority students and leads to worse outcomes. Existing theory provides some basis for this expectation. However, we find that empirical support for this claim is weak. Many studies fail to compare findings across racial groups, and the few that do offer at best inconsistent support for the thesis that racial climate helps to explain the retention gap. Furthermore, many studies are plagued with severe methodological problems such as lack of attention to level of analysis and failure to offer rigorous tests of differences across groups. We discuss the implications and offer recommendations for future research. (Contains 1 table and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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