Black/African American alumni from Ohio State University in Columbus, OH are collective subjects in this research. The study has sought to discern and explicate the behaviors, experiences and attitudes of former Black students, now alumni, to effectively privilege their voices and viewpoints, which were previously not included in the scholarship and literature of African American Studies or Higher Education about the historic 1960s and 1970s. Determining how alumni experienced the Black Student Movement at Ohio State during the 1960s and 1970s has been the principal objective. Black students’ experiences and motivations were very different than popular Black Student Movement discourse suggests. Findings indicate Black students’ organized social activist behavior persisted effectively and sufficiently to be considered an example of modern social movements, worthy of respect like other social movements which have helped improve human conditions not only for themselves, but also for others including non-Black students at traditionally white institutions.

The purpose of this qualitative study was to examine a problem of practice present in an actual school district. The study examined the achievement gap that existed between African American and European American students in eighth grade science. Over the course of one school year, the perceptions of five eighth grade science teachers and an administrative team’s series of strategies were explored in a suburban middle school in Southeast Texas. Since the enactment of the federal No Child Left Behind Act (2001), the achievement gap has been discussed and studied. However, few studies have investigated the strategies used by teachers to close the achievement gap for African American students who attend suburban schools. This study examined the perceptions of five science teachers about the achievement gap at one suburban middle school, and identified and described the teaching methods and practices, aimed at closing the achievement gap as measured by the performance of African American students on the eighth grade Science Texas Assessment of Knowledge and Skills (TAKS) test. Participants were the eighth grade science teachers at the chosen school. The results yielded a reduction in the achievement gap for African American students in eighth grade science on the Texas Assessment of Knowledge and Skills; 90% of the African American students passed the Science TAKS test in comparison to the 77% pass rate the previous school year. Member checking and peer debriefing were used to establish trustworthiness. Recommendations for future study include a comparison of culturally responsive teaching and Quantum Learning (2008) strategies, as well as areplication of the identified strategies in the study to other suburban and urban schools, and districts.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jay P. Scribner. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of California, Riverside, 2009. / Includes abstract. Includes bibliographical references (leaves 87-103). Issued in print and online. Available via ProQuest Digital Dissertations.

Not available / text

Teachers’ expectations for African-American students and the role of students’ race in teachers’ expectations is the focus of this report. Several studies have indicated that teacher expectations not only influence African-American students’ academic achievement, but also their classroom behavior. Studies have also suggested that low teacher expectations are a result of a combination of various factors such as teacherstudent race, low socioeconomic background and cultural differences. Low expectations based on incorrect information may lead to self-fulfilling prophecies. This report also sheds light on ways in which school counselors could contribute in changing and sustaining teacher expectations and promoting culture-relevant teaching strategies. / text

No description available.

Informed by the words and experiences of 41 Division I-Football Bowl Subdivision (FBS) student-athletes, this qualitative study reveals the complexities of the student-athlete academic experience shaped by the expectations of their athletic role, the campus climate, and the NCAA Academic Reform Package. Using role-identity as a theoretical framework, it examines how, over time, these student-athletes have shaped their athletic and academic role-identities, and the roles played in such shaping by those in their academic and athletic role-sets. The study critically examines the academic decisions made by these student-athletes, questions the isomorphic academic and athletic rubric, and proposes suggestions for the enhancement of the student-athlete experience within the confines of the academic reform policies.

Sixty-six African American seniors at Martin University, graduating in 2002, described the activities, programs and procedures experienced at Martin University that they judged contributed to their persistence to graduation. Often the reported experiences of the graduates were similar to those of students who dropped out of college, yet these66 persisted to completion of their degree. Also, the graduating seniors suggested policies and procedures to support persistence of current and future students.As a commuter university, many important learning experiences that supported students to graduation occurred in Martin University classrooms. Well-prepared, empathetic, and competent instructors were very important in causing graduating students to realize that the university respected them as serious and worthy students and valued them as competent and determined individuals. Graduating students valued prompt, just communications with administrators concerning instructors and computer equipment.Students stated that the faculty members, other students, administrators, and Martin University as an organization had provided them with life changing experiences, differing from their off campus lives, yet shaping and adding opportunities to their off-campus lives.Responses indicated that Martin University should follow classroom and administrative procedures that cause students to earn a sense of ownership in the university. Also, the university should provide a constant flow of communications about university convocations, policies, procedures, and about changes to academic programs.Martin University must maintain and build on the policies and practices graduating seniors have found valuable. / Department of Educational Leadership

The purpose of this study was to investigate the self concepts of a group of high school Negro students in the Muncie Community Schools, Muncie, Indiana, in relation to intelligence, reading achievement, and grade point average. Specifically, the objectives were: (1) to obtain the reading achievement scores, intelligence scores, and grade point averages of a randomly selected group of Negro students in the high schools in Muncie, Indiana, (2) to identify the self-concepts of a group of high school Negro males and the self-concepts of a group of high school Negro females randomly selected from the three high schools in Muncie, Indiana, (3) to measure the relationship of the self-concept of females with their obtained intelligence scores, achievement scores, and grade Point averages, (4) to measure the relationship of the self concept of males with the obtained intelligence scores, achievement scores, and grade point averages, and (5) to measure the relationship of the self-concept of Negro students as a total group with their obtained intelligence scores, achievement scores, and grade point averages. The method of investigation used in this study included the following areas: (1) selection of participants, (2) collection of data, (3) scoring procedures, and (4) methods used in analyzing the data.Of the 278 Negro students in grades ten and eleven in the three high schools, a total sampling consisted of ninety-two (92) students, forty-five (45) males and forty-seven (47) females, or one-third of the total population of grades ten and eleven. The random selection was done during the school year, 1970-71. Two self-concept scales, Maryland Self-Concept as a Learner Scale and Brookover Self-Concept of Ability Scale were administered. Intelligence non-verbal scores, reading achievement scores, and grade point averages, as of January 21, 1971 (semester end) were obtained from the cumulative record card. All data were placed on IBM cards. The method of analysis in the study was multiple linear regression. Based on the findings of the study, the following conclusions were reached:1. The self-concepts of a group of high school Negro students are identifiable through the use of the two self-concept scales.