Advancing Black Male Student Success from Preschool through Ph.D.

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Sonst. Personen	Harper, Shaun R. (Hrsg.); Wood, J. Luke (Hrsg.)
Titel	Advancing Black Male Student Success from Preschool through Ph.D.
Quelle	(2015), (192 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-6203-6183-2
Schlagwörter	Males; African American Students; Preschool Education; Elementary Secondary Education; Postsecondary Education; Higher Education; Success; Educational Quality; Child Care; Elementary School Students; Middle School Students; High School Students; College Students; Community Colleges; Educational Environment; School Role; Academic Failure; Racial Bias; Academic Persistence; Student Needs; Masters Programs; Doctoral Programs; Educational Attainment; Employment Level + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Pre-school education; Vorschulerziehung; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erfolg; Quality of education; Bildungsqualität; Kinderfürsorge; Kinderbetreuung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Collegestudent; Community college; Community College; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Racial discrimination; Rassismus; Magister course; Magisterstudiengang; Doktorandenprogramm; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad
Abstract	"Advancing Black Male Student Success" presents a comprehensive portrait of Black male students at every stage in the U.S. education system: preschool and kindergarten; elementary, middle and high schools; community colleges and four-year postsecondary institutions; and master's and doctoral programs. Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of Black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice. Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of Black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice. Most published scholarship on Black male students blames them and their families for their failures in school. This literature is replete with hopeless, pathological portrayals of this population. Through this deficit thinking and resultant practices, Black boys and men have continually experienced disparate outcomes. This book departs from prior scholarship in that the editors and authors argue that much is done to Black male students, which explains their troubled status in U.S. education. In addition to the editors' expertise on the topic, the authorship cast includes several scholars who are among the most respected thought leaders on Black male students in education. Chapters included in the book: (1) Expanding High-Quality Early Care and Education for Black Boys (David J. Johns); (2) Making Relationships Work: Elementary-Age Black Boys and the Schools That Serve Them (Chezare A. Warren); (3) Black Boys in Middle School: Toward First-Class Citizenship in a First-Class Society (Dorinda Carter Andrews); (4) Black Male High School Students: (Un)Accepted Failure in U.S. Schools (Terry K. Flennaugh); (5) Black Male Collegians in Community Colleges: Factors Affecting Their Persistence and Academic Success (J. Luke Wood, Edward Bush, Terence Hicks, and Hassiem A. Kambui); (6) Understanding the Unique Needs and Experiences of Black Male Subgroups at Four-Year Colleges and Universities (Mauriell H. Amechi, Jonathan Berhanu, Jonathan M. Cox, Keon M. McGuire, Demetri L. Morgan, Collin D. Williams Jr., and Michael Steven Williams); (7) Black Men in Master's Degree Programs: Status, Distribution, and Achievement (Terrell L. Strayhorn); and (8) Improving Attainment, Experiences, and Occupational Outcomes Among Black Male Students in Doctoral Programs (Shaun R. Harper and Robert T. Palmer). (ERIC).
Anmerkungen	Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-232-0223; Tel: 703-661-1581; Fax: 703-661-1501; e-mail: StylusMail@PressWarehouse.com; Web site: http://www.styluspub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01