Boys (165) and girls (139) in grades 3-6 in an almost entirely Negro Higher Horizons school in New York City were studied to determine the extent to which they differed in their aspiration to white-collar and professional occupations and in their ability to identify these occupations. The children were asked to make a choice among…

A study compared 311 junior high school students who received suspensions with 2,050 who did not. The relationship of suspension to student's race, sex, and academic achievement test scores was examined. It was found that white higher achievers were suspended less often than any other group. (GC)

Results of a study of the cognitive and affective development of 1,292 students, mostly Black or Hispanic, who had been retained more than once in the elementary grades indicate that retention and intervention must take place early to increase subject mastery. Curriculum improvement and teacher retraining are critical factors in improving minority…

Data from a national survey of 659 black undergraduates were analyzed to identify factors which influence black academic success. Institutional characteristics and student attributes were found to be much better predictors of black academic success at predominantly white schools than strength of racial identification and other conventional…

Holds that a good theory of academic failure due to cultural disadvantagement and similar factors must also explain academic success. Reviews a number of longitudinal field studies (including one of the author's own) on successful Negro youngsters. (JM)

Levels of academic achievement are related to race, socioeconomic status, and cultural alienation in a study conducted at a high school in Berkeley, California. The interaction among different classes and ethnic groups is also studied as a factor in student success. (APM)

Examined how one urban charter school struggled during its first year to overcome several barriers, such as the initial small facility, limited curricula, and strained teacher-administrator relationships, to become a cohesive team that nurtured a unique community of learners. Case study data indicated that keys to success included teacher…

Examined the relationship between academic performance and various contextual factors for urban, African American high school freshmen. Survey data indicated that gender, peers' church attendance, and percentage of relatives completing high school were significant in predicting positive academic outcomes. Perception of neighborhood deterioration…

Explores the influence of environmental and cultural factors on the academic achievement of black male students, examining ways in which these factors shape the relationship between identity, particularly related to race and gender, and school performance. Offers diffuse and direct strategies for countering harmful environmental and cultural…

Evaluates how schools can positively affect the test score gap between black and white students by examining two potential sources for this difference: teachers and students. Offers evidence for the proposition that teachers' perceptions, expectations, and behaviors interact with students' beliefs, behaviors, and work habits in ways that help to…

Examines the experiences and academic outcomes of African American males in grades K-3, focusing on the gender and racial context of achievement in which boys develop academically and socially. Discusses black male school achievement and engagement, identifying variables and recommending a research agenda needed to fully understand the achievement…

Examined African American male students' transition to high school, comparing gender differences in achievement from 8th-12th grades by using data from a longitudinal study in Chicago. In 8th grade, there were few gender differences in achievement or teachers' ratings of students' behaviors and skills. However, males had more significant declines…

Examined the relations between normative developmental transitions, contextual influences, and life-stage outcomes, such as academic achievement, for African American males. Data from a longitudinal study in a large southeastern U.S. city indicated that negative stereotyping and tracking from early experience in educational settings affected black…

Used data from the National Educational Longitudinal Survey to examine the impact of student religious commitment and living in intact families on academic achievement among black and Hispanic 12th graders. Students with intact families and high levels of religiosity scored as well as all white students on most achievement measures and higher than…

Examined school identification among African American adolescents, interviewing 16 low-income, urban ninth graders. Gender and ability group differences were investigated through an assessment of students' perceptions of teacher feedback and support and perceptions of the roles and purposes of school. Results suggested patterns across gender and…