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Over 50 years after Brown v. Board o...

Hill, Lisa A.

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Over 50 years after Brown v. Board of Education: Perceptions of academic achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Over 50 years after Brown v. Board of Education: Perceptions of academic achievement./
作者:	Hill, Lisa A.
面頁冊數:	185 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
標題:	Education, Middle School. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3562378
ISBN:	9781303099922

Over 50 years after Brown v. Board of Education: Perceptions of academic achievement.
Hill, Lisa A.

Over 50 years after Brown v. Board of Education: Perceptions of academic achievement. - 185 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

African American achievement levels remain low in spite of previous research that has attempted to determine causes. Underachievement affects various social systems, and economic and social stability depends on boosting the academic achievement level of African American youth (Roach, 2004). The goal of this research was to identify the perceptions of African Americans youth on academic achievement and begin a new discourse 50 years after the Board v. Board of Education decision, which will provide an understanding of why African American students are not successful in school. The study employed a qualitative, phenomenological design. Thirty African American middle school students were recruited from local churches and community centers to participate in face-to-face interviews. Interview questions were developed based on the constructs of cultural-ecological theory, which holds that the study of community forces is essentially the study of minority perceptions of and responses to schooling (Ogbu & Simons, 1998). Data was analyzed using latest version of Atlas.ti, a data analysis (QDA) package. Fourteen themes emerged, yielding several subthemes. African American participants defined academic achievement as good grades and excelling in school and stated that it was necessary to work hard to achieve. They linked academic achievement to success in school and in life. They also believed they were receiving a quality education and associated quality education with teachers. Although the majority stated they were able to establish positive and trusting relationship with teachers and school staff, many described adverse treatment due to discrimination and an inability to trust many of the school staff as a result. Many of the students who described teachers holding low expectations of their school performance also believed that their treatment as African Americans would not affect their ability to achieve. On the contrary they were determined to disprove the stereotypes. These African American youth indicated a strong sense of African American identity and resilience in the face of adversity. Some of these findings confirm previous research but much of it is new. More research is needed to validate these findings.

ISBN: 9781303099922Subjects--Topical Terms:

1030813
Education, Middle School.

Over 50 years after Brown v. Board of Education: Perceptions of academic achievement.
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