Black Students and School Failure: Policies, Practices, and Prescriptions
"Expanding upon the important message of the US Department of Education's report, A Nation at Risk (1983), Irvine defines and illustrates the severity of the problem of black student achievement. Irvine claims that black children are subject to school failure because of their culture, race, and social class. She points out that not all black children are equally at risk, as consideration must be given to regional, class, and gender variations. However, race alone seems to be a salient factor that contributes to unequal school treatment, participation, and distribution of rewards for all black students. Irvine describes the causes of the problem through the use of a process model based on the theories of cultural synchronization and teacher expectations that explain factors that contribute or inhibit the school achievement of black students. The author suggests interventions (such as Afrocentric independent schools, effective teaching, and parent education) for educators of at-risk black students, and describes competencies that can be developed in teacher training and staff development programs. Admitting that there are no quick and simple solutions, no single program or packaged interventions, no one way to teach black children, Irvine suggests that the US needs to develop a long-range, visionary national policy, and that committed, caring, dedicated, well-trained teachers are needed who are supportive, biculturally trained, and not afraid, resentful, or hostile to black children. Excellent references. Highly recommended for undergraduate and graduate students, faculty in teacher training and related areas, and practicing school personnel."  --Choice