Expanding the Narrative of the Black-White Gap in Education Research: Black English Learners as a Counterexample

Autor/in	Shockley, Ebony Terrell
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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