The academic achievement of minority students
Subtitle: perspectives, practices, and prescriptions
By: [edited by] Sheila T. Gregory.
Contributors: Gregory, Sheila T.
Publisher: University Press of America; UPA
Published: 2000
Place of publication: Lanham, Md
Language: eng
Number of pages: 519
Subjects: Minorities -- Education -- United States; Academic achievement -- United States
Description: Throughout the world, students of color experience failure in school for a variety of very complex reasons. They often do not receive the proper encouragement from teachers, they may lack the motivation necessary to excel in an academic environment, they usually face a number of demographic, socioeconomic and cultural factors that work against them, or their academic performance may not be measured properly. With contributions from scholars living in the U.S. and abroad, The Academic Achievement of Minority Students is a comprehensive work that provides fresh insights and practical strategies for addressing these problems in order to enhance minority student performance in school. The papers in this volume collectively cover the many issues affecting minority students from kindergarten through post-secondary education including the instructional and nonacademic factors that promote achievement or lead to attrition. Most importantly, the authors offer valuable prescriptions for advancing the learning opportunities of all students in the future.
Notes: Includes bibliographical references and index.
Table of contents: title: Discrepancies between aspirations and preparation of low SES elementary students / Dianne L. H. Mark; title: Family involvement: learning from secondary schools in the Texas borderland / Michelle Young; title: Children's math self-concept and it's [sic] relationship with mathematics achievement / Deniz Senturk, Angela Whipple, Hsiu-Zu Ho, Jules Zimmer, Sou-Yung Chiu, and Chang-Pei Wang; title: Hopes transcend fears: school transition in an urban school cluster system / Donna Penn Towns and Hakim M. Rashid; title: A cross-national study of children's perceived control: its dimensionality and relationship with achievement / Hsiu-Zu Ho, Jules Zimmer, Deniz Senturk, Jill Fischer, Ruby Peralta, Sou-Yung Chiu, and Chang-Pei Wang; title: The ABC's for effective schools: creating a nurturing environment to enhance learning / Reginald L. Green; title: Perspectives of African American parents of high achieving students regarding the home-school relationship / Donna Mahler and Stanley Zehm; title: Cultural differences in self-esteem: ethnic variations in the adaptation of recent immigrant Asian adolescents / Madeline F. Zady and Pedro R. Portes; title: Re-engineering academic success through institutional support / Ricardo Stanton-Salazar, Olga A. Vasquez, and Hugh Mehan; title: The persistence of African American college students: how national data inform a Hopwood-proof retention strategy / Patricia Somers, Margaret Martin Hall, Jim Cofer, and Jim Vander Putten; title: Academic achievement of Latino immigrants / Lawrence Saez; title: Nurturing the mind to improve learning: teacher caring and student engagement / Karen Osterman and Stephanie Freese; title: Predictors of academic achievement among African American adolescents / Teresa Fisher; title: Black students' academic performance and preparation for higher education / Ramona Thomas; title: Creative pedagogy to enhance the academic achievement of minority students in mathematics: lessons from African American mathematics teachers / Angela H. Brown; title: Minority student persistence: a model for colleges and universities / Watson Scott Swail and Dennis Holmes; title: Feasible learning opportunities for urban Latino students in community colleges / Philip Rodriguez, Lacreta Scott, and William Maxwell; title: Observing the spirit of resilience: the relationship between life experiences and success in higher education for African American students / Cheryl Getz; title: Improving learning outcomes for at-risk multicultural community college students / Sheila T. Gregory and Otis O. Hill.