From Perception to Practice: How Teacher-Student Interactions Affect African American Male Achievement

Autor/in	Kenyatta, Candace P.
Titel	From Perception to Practice: How Teacher-Student Interactions Affect African American Male Achievement
Quelle	In: Journal of Urban Learning, Teaching, and Research, 8 (2012), S.36-44 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Teaching Methods; African American Students; Males; Social Values; Poverty; Teacher Student Relationship; Teacher Attitudes; Academic Achievement; Gender Issues; Racial Factors; Student Evaluation; Racial Discrimination; Barriers; Correlation; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Sozialer Wert; Armut; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Schulleistung; Geschlechterfrage; Schulnote; Studentische Bewertung; Racial bias; Rassismus; Korrelation
Abstract	For youth, schools are simultaneously sites of production, socialization, and development. At school, students learn about race, social values and norms, power, and positionality (Noguera, 2003, p. 443). This "hidden curricula" reinforces social inequities and influences how individual students experience the process of schooling as well as come to understand themselves. School processes that divide students along lines of difference communicate beliefs about those differences and marginalize separated groups. Nowhere is this more damaging than in the case of male African American students, where the intersections of race and gender place them at odds with their environment, resulting in academic underperformance and a disconnection. Although theories like Ogbu's (1978) "oppositional culture" and Lewis' (1998) "culture of poverty" make culturalist arguments for the disparate achievement of Black males, the current text will take a structuralist approach, arguing that schools are production sites for inequities that facilitate underachievement in African American males; consequently, teachers exist as agents of the structure who create and maintain a dominant culture through practices that are at odds with the academic productivity of young black males. (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	2017/4/10