Metacognitive Knowledge, Skills, and Awareness: A Possible Solution to Enhancing Academic Achievement in African American Adolescents

Autor/inn/en	Smith, Annie K.; Black, Sheila; Hooper, Lisa M.
Titel	Metacognitive Knowledge, Skills, and Awareness: A Possible Solution to Enhancing Academic Achievement in African American Adolescents
Quelle	In: Urban Education, 55 (2020) 4, S.625-639 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085917714511
Schlagwörter	Public Schools; African American Students; Equal Education; Metacognition; Thinking Skills; Teaching Methods; Educational History; Racial Bias; Educational Legislation; Barriers; Low Achievement; Adolescents; Academic Achievement; Federal Legislation; Cognitive Development + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Racial discrimination; Rassismus; Bildungsrecht; Schulgesetz; Unterdurchschnittliche Leistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulleistung; Bundesrecht; Kognitive Entwicklung
Abstract	The resegregation of public schools in the United States continues to place African American students at an academic disadvantage with--oftentimes--limited educational resources and fewer qualified teachers. Providing African American students with skills and strategies to succeed has never been more urgent. Metacognition, often defined simply as "thinking about thinking," is a construct and process that may explain how students can improve and control their thinking and learning. Given the educational inequality African American students often face, providing strategies--with which they have control--may help empower students to better navigate and make the best of their daily academic experiences and environment composed of limited physical and human resources. Toward this end, recent research on metacognition looks promising and may be one viable option to enhance academic achievement among students. In this article, we consider three related areas that inform African American youth educational experiences: (a) the history of the educational context which African American youth have long faced, (b) the laws that have historically and currently buttress and inform the educational landscape for African American youth, and (c) one potential solution (i.e., metacognitive knowledge, skills, and awareness) to reduce or ameliorate some of the problems outlined in the history and laws that have been implicated in the low levels of academic achievement among some African American youth. Following the review of these related literature bases, we offer recommendations on how the extant literature bases may inform directions for future research that is focused on metacognition and that is ethically and culturally responsive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01