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ERIC Number: EJ816744
Record Type: Journal
Publication Date: 2008-Nov
Pages: 33
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0042-0972
From Opposition to Engagement: Lessons from High Achieving African American Students
Wiggan, Greg
Urban Review: Issues and Ideas in Public Education, v40 n4 p317-349 Nov 2008
Influential research on African American students has examined their school failure in terms of students' opposition to school achievement. Only a few studies have explored school engagement and success among these students, and even fewer have examined the experiences of high achieving black students. This study illustrates the school context and school processes that high achieving African American students identify as contributing to their academic success. The findings reveal three main school effects impacting the students' performance: 1) teacher practices, engaging pedagogy versus disengaging pedagogy; 2) participation in extracurricular activities and; 3) the state scholarship as performance incentive. According to the students, teacher practices were the most instrumental school effect benefiting their outcomes. Recognizing the processes that promote high achievement among African American students can help to improve our understanding of student performance, while promoting success among these students.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A