Race, Education, and Inequality

Persell, Caroline Hodges; Hendrie, Giselle F.

doi:10.1002/9780470996973.ch14

Cited by 2 publications

(3 citation statements)

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“…Teachers with a longer experience also display a high sense of confidence and self-efficacy in dealing with the learning problems of the learners (Bandura, 1997). The author asserts that long serving teachers also act as role models to influence pre-service teachers and most young teachers tend to copy more from the long serving teachers in terms of professional practice.Teacher expectations are affected by testing and tracking procedures which are biased against some learners (Persell, 1977). In addition, the author observes that; given the less powerful position of the lower class children in society, they appear to be more negatively influenced by teacher expectations.…”

Section: Scope Of the Studymentioning

confidence: 97%

“…Galloway (1985) typically, found that teachers held stereotyped ideas about parents and children from different social groups. These leads to consequent teacher expectations of children' abilities (Persell, 1977). Most of the research involving learner attitudes has utilized the pupil gain on achievement tests as the sole or primary description of changed pupil behavior, to what Galloway (1985) called "academic problems".…”

Section: Scope Of the Studymentioning

confidence: 99%

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Biology Education: A Teachers Perspective on the Challenges in the Delivery of Content and Performance in Biology

Kennedy W. Nyongesa

2015

Kabarak j. res. innov.

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Biology is a teaching and learning subject at secondary school level in Kenyan schools. Biology plays a key role in industrialization and other sectors of the economy.Â Biology is a practical subject, which equips students with concepts and skills that are useful in solving the day-to day problems of life.Â The study of biology aims at providing the learner with the necessary knowledge with which to control or change the environment for the benefit of an individual, family or community.Â However, the secondary school studentsâ€™ performance in biology as a learning subject in the Kenya Certificate of Secondary Education (KCSE) in Bungoma District has been quite low over the years.Â The public outcry and concern by parents, teachers, educationists and students about poor performance in science subjects and mathematics in national examinations is a clear indication that factors influencing studentâ€™s performance in these subjects need urgent investigation.Â The aim of this study was to investigate the influence of teacher related factors on performance of secondary school students in biology.Â The Cross-sectional descriptive research design and the Ex post facto were employed in this study.Â Nine (9) secondary schools were randomly selected for study out of 139 schools in Bungoma district.Â Different categories of schools were used depending on the school set-up and these were (i)Â Single- gender boys boarding schools (ii)Â Single- gender girls boarding schools (iii)Â Single- gender girls day schools (iv)Â Co-educational boarding schools (v) Co-educational day schools (vi)Â Co-educational boarding / day schools.Â A total of three hundred and sixty (360) form three students were randomly selected for the study.Â A student questionnaire (SQ) and a teacher questionnaire (TQ) were used as the main instruments for data collection. Class mark lists were used as tracking records of performance in biology. Data collected were analyzed using descriptive statistics.Â The study established that boys perform better than girls in biology. Female teachers were found to have a higher level of science anxiety in the teaching of biology compared to the male teachers. It was established that most teachers still used the traditional lecture method in the teaching of biology and only a smaller percentage were using the new approaches. This study was expected to significantly contribute in the provision of information that could be used by teachers, parents, educationists and policy makers to improve on the teaching, learning and performance of students in biology.

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Section: Scope Of the Studymentioning

confidence: 97%

Section: Scope Of the Studymentioning

confidence: 99%

Biology Education: A Teachers Perspective on the Challenges in the Delivery of Content and Performance in Biology

Kennedy W. Nyongesa

2015

Kabarak j. res. innov.

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“…And there has certainly been a strong correlation between educational policy and practice and empirical explanations of the racial achievement gap. Although numerous explanations have been proffered, considerable attention has been afforded to explanations that focus the responsibility for the achievement gap on blacks themselves, ranging from explanations that appeal to genetic differences between blacks and whites, to those that appeal to cultural differences, or differences in family structure, values, effort, motivation, and social capital (Persell and Hendrie, 2005). So, to the extent that educational policy and practice aim to have an empirical basis, interventions are often proposed in connection with a certain understanding of the causes of racial inequalities in education.…”

Section: The Racial Achievement Gap and Cash For Gradesmentioning

confidence: 99%

Adequacy, inequality, and cash for grades

Darby

2011

Theory and Research in Education

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Some political philosophers have recently argued that providing K–12 students with an adequate education suffices for social justice in education provided that the threshold of educational adequacy is properly understood. Others have argued that adequacy is insufficient for social justice. In this article I side with the latter group. I extend this debate to racial inequality in education by considering the controversial practice of paying students cash for grades to close the racial achievement gap. I then argue that framing the demand for racial justice in education solely in terms of educational adequacy leaves us unable to take issue with the cash for grades policy as a matter of principle. While this does not entail that educational adequacy is unimportant, it adds to the general case for why adequacy does not suffice for social justice.

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Race, Education, and Inequality

Cited by 2 publications

References 89 publications

Biology Education: A Teachers Perspective on the Challenges in the Delivery of Content and Performance in Biology

Biology Education: A Teachers Perspective on the Challenges in the Delivery of Content and Performance in Biology

Adequacy, inequality, and cash for grades

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