ERIC Number: EJ1083233
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
African American Educators' Ideas and Practices for Increasing High School Graduation Rates, 1920-1940
Juergensen, Miyoshi B.
High School Journal, v99 n1 p46-65 Fall 2015
This study explores African American educators' ideas about school completion in the 1920s and 1930s as a way to begin to understand their contributions to the historical discourse on school completion. Using publications from African American professional teaching organizations, the author elevates and examines how African American educators both discussed and engaged in rhetoric around high school completion. The study finds that African American educators primarily advocated for institutional adjustments when discussing ways to increase high school completion. Specifically, African American educators overwhelmingly encouraged schools and teachers to adjust the school day, differentiate the curriculum, and restructure guidance programs to address high school completion concerns. However, the author finds that high school completion did not exist as an isolated educational concern. Instead, the data indicate that African American educators viewed high school completion as part of a long-term strategy for racial uplift and economic advancement.
Descriptors: Graduation Rate, High School Graduates, High School Students, Secondary School Teachers, African American Teachers, Teacher Attitudes, Educational Practices, School Schedules, Curriculum Development, School Guidance, Racial Factors, Economic Factors, Documentation, Coding, African American Students, Academic Persistence, School Role, Teacher Role, Equal Education
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: email@example.com; Web site: http://uncpress.unc.edu/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A