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ERIC Number: ED310220
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 15
Abstractor: N/A
Reference Count: N/A
Black Students and School Achievement: A Process Model of Relationships among Significant Variables.
Irvine, Jacqueline Jordan
This paper examines factors that contribute to or inhibit the academic achievement of black students. The study is based on a process model that seeks to define interrelationships among the following elements: (1) the societal context, which is the level of prescriptive ideologies and structures; (2) the institutional context, which is the level of descriptive practices and policies; (3) the interpersonal context, including both teacher and student cultural characteristics, and the factor of cultural synchronization mediating their interaction; (4) the interplay between teacher expectations and student expectations; and (5) black student achievement. The paper focuses on two components of the model: prescriptive ideologies of the functions of education and equal opportunity; and descriptive practices such as tracking and the hidden curriculum. The paper contends that, contrary to prescriptive doctrine, schools operate overtly and covertly to institutionalize the "caste-like" status of black children, acting as a primary instrument by which the powerful maintain the status quo. The hidden curriculum, which inculcates bias and limitation through latent classroom transactions, and tracking, which consigns black children to educational ghettos, both subvert prescriptive educational ideologies. Alternatives to the organization of instruction by ability are reviewed and recommended. The paper includes one figure. (AF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Researchers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A