ERIC Number: EJ1215716
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
High-Achieving African American Elementary Students' Perspectives on Standardized Testing and Stereotypes
Wasserberg, Martin J.
Journal of Negro Education, v86 n1 p40-51 Win 2017
This study uses a theoretical framework rooted in stereotype threat theory to investigate the perceptions and experiences of high-achieving African American students at an urban elementary school that had implemented a test-centered curriculum. The investigation utilized data from six focus group interviews conducted with a purposefully selected group of four African American fourth grade students, supplemented with data from 30 hours of classroom observations. Findings revealed four themes regarding how high-achieving African American children perceive their educational experiences at the school: (a) a narrow perception of education as test preparation, (b) feelings of anxiety related to the state test, (c) a concern with what White people think, and (d) the rejection and acceptance of stereotypes. Implications for practice and policy are discussed.
Descriptors: High Achievement, African American Students, Elementary School Students, Student Attitudes, Standardized Tests, Stereotypes, Grade 4, Achievement Gap, Urban Education, Achievement Tests, State Standards, Test Anxiety
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: firstname.lastname@example.org; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Florida Comprehensive Assessment Test