Citation

Examining the Schooling Experiences of High Achieving Black, Latina/o, and Mixed Race/Multi Ethnic High School Students

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Abstract:

This study examines the factors that lead to the high academic achievement of African American, Latina/o, and Mixed Race/Multi Ethnic urban high school students attending an elite high school. While much educational research emphasizes the academic underachievement of urban minority students, this project uncovers and analyzes the factors that lead to these high school students’ academic success. These success factors are: (1) how some elementary and middle schools operate as a pipeline to an elite high school and the role that social class plays; (2) a strong ethnic identity and a high achieving school climate, where being intelligent is the norm, defines academic expectations; and (3) the role extra-curricular activities in churches and college bridge programs, as well as caring teachers plays in their formation of their social capital. We found that there were substantial differences between our groups in terms of class and social capital formation. Implications for urban education teacher education and policy will be discussed within the framework of this study.

Most Common Document Word Stems:

student (189), school (176), high (90), like (75), academ (73), achiev (68), educ (52), american (49), teacher (44), also (42), african (41), research (41), program (38), white (36), cultur (35), polici (35), success (34), latino (34), minor (34), church (34), studi (33),
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Association:
Name: American Sociological Association Annual Meeting
URL:
http://www.asanet.org


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URL: http://citation.allacademic.com/meta/p503764_index.html
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MLA Citation:

Garrett, Tomas., Velez, William. and Antrop-Gonzalez, Rene. "Examining the Schooling Experiences of High Achieving Black, Latina/o, and Mixed Race/Multi Ethnic High School Students" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Caesar's Palace, Las Vegas, NV, Aug 20, 2011 <Not Available>. 2014-11-25 <http://citation.allacademic.com/meta/p503764_index.html>

APA Citation:

Garrett, T. J., Velez, W. and Antrop-Gonzalez, R. , 2011-08-20 "Examining the Schooling Experiences of High Achieving Black, Latina/o, and Mixed Race/Multi Ethnic High School Students" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Caesar's Palace, Las Vegas, NV Online <PDF>. 2014-11-25 from http://citation.allacademic.com/meta/p503764_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examines the factors that lead to the high academic achievement of African American, Latina/o, and Mixed Race/Multi Ethnic urban high school students attending an elite high school. While much educational research emphasizes the academic underachievement of urban minority students, this project uncovers and analyzes the factors that lead to these high school students’ academic success. These success factors are: (1) how some elementary and middle schools operate as a pipeline to an elite high school and the role that social class plays; (2) a strong ethnic identity and a high achieving school climate, where being intelligent is the norm, defines academic expectations; and (3) the role extra-curricular activities in churches and college bridge programs, as well as caring teachers plays in their formation of their social capital. We found that there were substantial differences between our groups in terms of class and social capital formation. Implications for urban education teacher education and policy will be discussed within the framework of this study.


Similar Titles:
How One Historically Underperforming, Rural, Predominantly African American High School Achieved Academic Success

The Effects of School Choice Policies on African American Students’ Educational Achievement

“Let’s Stay Together: Racial Separation among African American High School Students Attending Predominately White Schools.”


 
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