From opposition to engagement: Lessons from high achieving African American Students

被引：0
作者：
Wiggan G. [1 ]
机构：
[1] Department of Middle, Secondary, K-12 Education, University of North Carolina at Charlotte, Charlotte, NC 28223-0001, 9201, University City Boulevard
来源：
The Urban Review | 2008年 / 40卷 / 4期
关键词：
Achievement gap; African American student achievement; Black-white performance gap; Oppositional culture theory; Oppositional identity; Race and school achievement; School failure; School finance reform; Student achievement;
D O I：
10.1007/s11256-007-0067-5
中图分类号：
学科分类号：
摘要：
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 Science+Business Media, LLC 2007.
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收藏
页码：317 / 349
页数：32
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