From Opposition to Engagement: Lessons from High Achieving African American Students

Autor/in	Wiggan, Greg
Titel	From Opposition to Engagement: Lessons from High Achieving African American Students
Quelle	In: Urban Review: Issues and Ideas in Public Education, 40 (2008) 4, S.317-349 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-007-0067-5
Schlagwörter	African American Students; Extracurricular Activities; High Achievement; Academic Achievement; Educational Experience; Teaching Methods; Scholarships; Incentives; Teacher Effectiveness + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Außerunterrichtliche Aktivität; Schulleistung; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Scholarship; Stipendium; Anreiz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10