ERIC Number: ED302603
Record Type: RIE
Publication Date: 1987-Dec
Reference Count: N/A
Black Girls and Schooling: A Directory of Strategies and Programs for Furthering the Academic Performance and Persistence Rate of Black Females K-12.
Butler, Anne S., Ed.; McNeely, Pamela V.
This document comprises a review of the literature on the academic performance and academic persistance of young, black females and a 50-item directory of multicultural, nonsexist educational strategies and programs for this population. Each of the strategies includes the following characteristics: (1) caring adults; (2) belief that schools can offer equal educational opportunities to minorities and women; (3) educators who believe in their own ability to influence students' lives; (4) student empowerment; (5) multifaceted approach to combating low academic achievement and high dropout rates; (6) curriculum and instructional materials that avoid sexist and minority stereotypes; (7) high expectations for student success; (8) parent involvement; (9) academic orientation; (10) peer support groups; and (11) early intervention strategies. Each listing includes a brief program description, and the name and address of a contact person. Strategies are grouped in the following categories: (1) Academic Performance; (2) Academic Persistence; (3) Personal/Social Development; (4) Career Exploration; (5) Employment; (6) Curriculum; (7) Staff Development; and (8) School Leadership. A chart provides a subject and educational level index. An extensive bibliography is also included. (FMW)
Descriptors: Academic Achievement, Academic Persistence, Black Students, Curriculum Development, Demonstration Programs, Directories, Elementary Secondary Education, Equal Education, Females, Multicultural Education, Nondiscriminatory Education, Program Descriptions, Program Effectiveness, Sex Fairness
Publication Type: Reference Materials - Directories/Catalogs; Information Analyses
Education Level: N/A
Sponsor: Women's Educational Equity Act Program (ED), Washington, DC.
Authoring Institution: Kansas State Univ., Manhattan.