Toward a Radical Praxis for Over-Age, Under-Credited African American Students

Autor/in	Jackson, Iesha
Titel	Toward a Radical Praxis for Over-Age, Under-Credited African American Students
Quelle	In: Journal of Urban Learning, Teaching, and Research, 12 (2016), S.75-87 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Praxis; African American Students; High School Students; Mental Age; Educational Experience; Racial Differences; Age Differences; Gender Differences; Case Studies; Culturally Relevant Education; Critical Theory; Educational Strategies; Nontraditional Education; Observation; Interviews; Extracurricular Activities; Learning Activities; Discipline Policy; Educational Practices; Teaching Methods; Educational Improvement; Change Strategies; Student Attitudes; Race; New York (New York) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Geistige Beweglichkeit; Bildungserfahrung; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Case study; Fallstudie; Case Study; Kritische Theorie; Lehrstrategie; Non-traditional education; Alternative Erziehung; Beobachtung; Interviewing; Interviewtechnik; Außerunterrichtliche Aktivität; Lernaktivität; Disziplinarmaßnahme; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Lösungsstrategie; Schülerverhalten; Rasse; Abstammung
Abstract	The "over-age, under-credited" (OA/UC) student population is defined as high school students who are at least two years behind their peers in terms of age and credits earned toward a high school diploma. To date, few studies have examined the schooling of OA/UC students. The purpose of this study is to use the insights of six African American OA/UC high school students to define strategies for improving educational outcomes at their school. The specific research question explored is: What recommendations, rooted in participants' race, gender, and age, do they offer for improving the educational experiences of OA/UC students? Data analysis for this case study incorporates critical race theory, adult learning theory, and culturally relevant pedagogy as a comprehensive theoretical and analytic framework. The findings serve to provide a foundation for realizing a radical praxis that leads to substantive changes in the education of OA/UC African American high school students. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01