ERIC Number: ED484523
Record Type: Non-Journal
Publication Date: 2004-Feb
Building on Children's Cultural Assets in Simulated Classroom Performance Environments. Research Vistas in the Communal Learning Paradigm. Report No. 68
Boykin, A. Wade; Coleman, Sean T.; Lilja, Amy J.; Tyler, Kenneth, M.
Center for Research on Evaluation Standards and Student Testing CRESST
The achievement gap between low-income African American students and their White counterparts remains substantial. To address this, researchers have begun to examine the impact of culture on cognitive performance among African American students (Lee, 2001; Foster, Lewis, & Onafowora, 2003). The findings from this work suggest that when aspects of students' home culture are incorporated into academic learning contexts, strong academic performance and motivation result. This report presents the results of two experimental studies incorporating the cultural theme of communalism. For both studies, a general literature review is provided, along with statistical analyses and results specific to the procedures and measures used in each. The results of the current body of research are generally consistent with previous findings and add to the literature on African American children's learning and achievement in math and reading comprehension (Dill & Boykin, 2000). Implications of and limitations to each study are entertained.
Descriptors: Simulation, Cultural Influences, Statistical Analysis, Academic Achievement, African American Students, Low Income Groups, Educational Strategies, Socialization, Reading Comprehension, Mathematics Achievement
CRESPAR/Johns Hopkins University, 3003 N. Charles Street, Suite 200, Baltimore, MD 21218. Web site:http://www.csos.jhu.edu.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.