LEADER 04504oam 2200745 a 450 001 9910962585203321 005 20200520144314.0 010 $a9798400608292 010 $a9786610927937 010 $a9781280927935 010 $a1280927933 010 $a9780313011450 010 $a0313011451 024 7 $a10.5040/9798400608292 035 $a(CKB)111087028138730 035 $a(OCoLC)70752782 035 $a(CaPaEBR)ebrary10023122 035 $a(SSID)ssj0000099919 035 $a(PQKBManifestationID)11122553 035 $a(PQKBTitleCode)TC0000099919 035 $a(PQKBWorkID)10019878 035 $a(PQKB)10923651 035 $a(Au-PeEL)EBL3000815 035 $a(CaPaEBR)ebr10023122 035 $a(CaONFJC)MIL92793 035 $a(OCoLC)55490947 035 $a(MiAaPQ)EBC3000815 035 $a(OCoLC)47254198 035 $a(DLC)BP9798400608292BC 035 $a(Perlego)4606925 035 $a(BIP)111408037 035 $a(BIP)7307331 035 $a(EXLCZ)99111087028138730 100 $a20010629e20022024 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAfrican-American teens discuss their schooling experiences /$fGail L. Thompson 205 $a1st ed. 210 1$aWestport, Conn. :$cBergin & Garvey,$d2002. 210 2$aLondon :$cBloomsbury Publishing,$d2024 215 $a1 online resource (199 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9780897898430 311 08$a0897898435 320 $aIncludes bibliographical references (p. [169]-173) and index. 327 $aIntro -- Contents -- Tables -- Preface -- Acknowledgments -- Introduction -- Part I Elementary School Experiences -- 1 Elementary School as a Precursor to Subsequent Schooling Experiences -- 2 Early Reading Habits and Attitudes about Reading -- 3 Elementary Teachers -- 4 Elementary Course Work and Homework -- Part II Middle School Experiences -- 5 Middle School Issues -- 6 Middle School Teachers -- 7 Middle School Course Work and Homework -- Part III High School Experiences -- 8 High School as an Ending and a Beginning -- 9 High School Teachers -- 10 High School Course Work and Homework -- Part IV Other Issues -- 11 Attitudes about College and Future Plans -- 12 Racism at School -- 13 School Safety -- 14 Parent Involvement -- 15 Conclusion -- References -- Index. 330 $aFor decades, researchers and policymakers have grappled with the issue of the underachievement of African American students. An age-old problem has been that these students on average lag behind their peers of other racial/ethnic groups in math, science, and reading. Recently, California, like some other states, has implemented a high-stakes standardized testing program that has revealed that when test scores are disaggregated along racial/ethnic lines, the scores of African American students continue to trail those of their peers.The study described in this book was undertaken in an effort to uncover schooling practices that are advantageous or detrimental to the achievement of African American students. The study was based on interviews and questionnaire results from nearly 300 African American high school seniors. Most of these students resided in a region that had a low college attendance rate and a high child poverty rate. The students were given an opportunity to discuss numerous issues pertaining to their schooling experiences, including teacher attitudes and expectations, the curriculum, homework practices, the quality of services provided by their high school counselors, racism at school, school safety, parental involvement, and their early reading habits and attitudes about reading. In addition to quantitative results, most chapters include detailed narratives describing the elementary and secondary schooling experiences of the interviewees. 606 $aAfrican Americans$xEducation 606 $aAfrican American high school students$xAttitudes 606 $aEducational surveys$zUnited States 615 0$aAfrican Americans$xEducation. 615 0$aAfrican American high school students$xAttitudes. 615 0$aEducational surveys 676 $a373.1829/96/073 700 $aThompson$b Gail L.$f1957-$01616902 801 0$bDLC 801 1$bDLC 801 2$bDLC 906 $aBOOK 912 $a9910962585203321 996 $aAfrican-American teens discuss their schooling experiences$94340276 997 $aUNINA