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Autor/in | Shockley, Ebony Terrell |
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Titel | Expanding the Narrative of the Black-White Gap in Education Research: Black English Learners as a Counterexample |
Quelle | In: Journal of Negro Education, 90 (2021) 1, S.7-25 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2984 |
Schlagwörter | Achievement Gap; Racial Differences; Ethnicity; Critical Theory; Race; English Language Learners; Socioeconomic Status; Immigrants; African American Students; White Students; Asian American Students; Hispanic American Students; Grade 8; Standardized Tests Rassenunterschied; Ethnizität; Kritische Theorie; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status; Immigrant; Immigrantin; Immigranten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; School year 08; 8. Schuljahr; Schuljahr 08; Standadised tests; Standardisierter Test |
Abstract | Achievement gap studies examining race overwhelmingly reveal that White children and Asian children outperform Black children and Latino children, few studies have outcomes that show Black children outperforming their peers. Critical race theory frames this work, which examines the performance of English Learners (n = 198) in a large school district in the Mid-Atlantic region of the United States. Using one-way analysis of variance and multiple regressions, data show that Black English Learners' mean scores are higher than their peers on both a state reading assessment and the Scholastic Reading Inventory. These findings serve as a counterexample in achievement gap research. (As Provided). |
Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |