ERIC Number: ED328634
Record Type: RIE
Publication Date: 1988
The Education of Minority Students in Non-Urban Schools.
Houston, Ronald L.
Analyses of standardized test scores reveal that nonurban schools are not meeting the educational needs of Black and Hispanic students. While individual nonurban schools may be superior to urban schools in preparing the majority of their students to perform well on state standardized tests, the standardized test scores of nonurban minority group students are significantly lower than those of nonurban White students. Minority group students in suburban and rural schools are similar to their urban counterparts in how they are influenced by cultural values, the way they develop self-esteem and locus of control, and the way they process information. However, nonurban minority group students, unlike their urban peers, encounter a school environment where the culture, values, and attitudes of most of their classmates and teachers may be radically different from their own. As a result, minority group students resist engagement in academic activities, attach less value to education than their White peers, and achieve academically at a lower rate than White students. Nonurban schools need to develop strategies that sensitize teachers to the cultural, psychological, and cognitive styles of minority group students and implement programs such as The Efficacy Committee, Higher Order Thinking Skills (HOTS), and Foundations for Learning. Statistical data are presented in three tables. A 53-item bibliography is appended. (FMW)
Descriptors: Academic Achievement, Black Students, Cultural Differences, Elementary Secondary Education, Ethnic Groups, Hispanic Americans, Middle Class Culture, Minority Group Children, Racial Differences, Rural Schools, Rural Urban Differences, Student Characteristics, Suburban Schools, White Students
Research for Better Schools, 444 North Third Street, Philadelphia, PA 19123 ($5.95).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.
Grant or Contract Numbers: N/A