What Can Teacher Education Programs do to Prepare Teachers to Teach High-Achieving Culturally Diverse Male Students?

Milner, H. Richard; Tenore, F. Blake; Laughter, Judson

doi:10.4219/gct-2008-693

Cited by 8 publications

(4 citation statements)

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“…Although one study should not be used as the sole indicator of future policy and practices, findings suggest that setting goals and establishing progress monitoring plans with Black males (and their caregivers) who have demonstrated high potential in ninth grade to enroll in precalculus by 11th grade may be instrumental in improving standardized achievement. Such progress monitoring may provide the additional support advocated by other Black male high-achievement researchers (seeMilner, Tenore, & Laughter, 2008). Moreover, these findings provide a research model that can be replicated and tested in local districts and schools.…”

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confidence: 63%

Examining Organizational Practices that Predict Persistence among High-Achieving Black Males in High School

Anderson

2016

Teachers College Record: The Voice of Scholarship in Education

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Background/Context This article summarizes an increasing trend of antideficit Black male research in mathematics and highlights opportunities to add to the research. A review of the literature shows that antideficit researchers often examine relationships between individual traits and persistence of high-achieving Black males in mathematics. However, opportunities for additional antideficit research include examining relationships between organizational decisions and persistence of high-achieving Black males. Research Question Which organizational practices predict persistence among Black males in 11th grade who have demonstrated high mathematics potential in ninth grade. Population Data from the High School Longitudinal Study of 2009 (HSLS:09) were used in this study to identify a national sample of high-achieving Black males. Publicly-available data from the base year (2009–2010) and the first follow-up year (2011–2012) were used in this study to examine Black male persistence in high achievement categories from ninth to 11th grades. The sample was limited to public school Black males with mathematics achievement scores in the top two national quintiles. More than 31,000 students (weighted estimates) met the study's requirements and were included in this study. Research Design Using optimal resource theory (Anderson, 2015), logistic and multiple regression was used to examine the relationships between school-based practices in ninth grade and student outcomes in 11th grade. Findings/Results Of the Black males who demonstrated high potential in ninth grade and matriculated to pre-calculus in 11th grade, 61% earned mathematics scores in the top 20%, nationally. Contrarily, only 18% of the Black males who demonstrated high potential in ninth grade, but did not matriculate to pre-calculus in 11th grade earned mathematics scores in the top 20%, nationally. Additionally, of the extracurricular activities that were examined, findings show that partnerships with community colleges and universities, science and mathematics guest speakers, and science/math-related field trips were related to increased mathematics efficacy after two years. Teacher sorting practices and professional development activities that were examined in this study were not reliably predictive of student outcomes. Conclusions/Recommendations This study uses national data to demonstrate that some common organizational practices are more beneficial to high-achieving Black males than others. In particular, this study highlights the importance of developing course progress monitoring and support plans to increase the likelihood of persistence—future high achievement and beliefs about ability—for Black males who have demonstrated high potential in ninth grade. Opportunities for future research are also discussed.

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confidence: 63%

Examining Organizational Practices that Predict Persistence among High-Achieving Black Males in High School

Anderson

2016

Teachers College Record: The Voice of Scholarship in Education

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“…Researchers (Banks, 1999;Ford, 1996;Ford et al, 2002;Ford & Grantham, 2003;Hanushek & Rivkin, 2006;Irvine & York, 1995;Milner, Tenore, & Laughter, 2008) call for teachers to present multicultural content and be knowledgeable of how culture affects learning. Particularly, they point to the negative effects on achievement because of lower academic expectations of teachers for students of color and by misconceptions about minority students' abilities.…”

Section: Summary and Discussionmentioning

confidence: 99%

The Efficacy of Academic Acceleration for Gifted Minority Students

Lee

Olszewski‐Kubilius

Peternel

2010

Gifted Child Quarterly

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This study supported the use of acceleration for gifted minority students in math. The gifted minority students in this study viewed taking accelerated math courses as exciting and beneficial for preparation for high school and college and particularly liked the challenges they encountered while taking advanced classes. They enjoyed working ahead and having a "leg up" in school and were infused with a special feeling of being gifted and talented in taking accelerated math. Ethnicity was not a major factor for teachers' support for acceleration. The teachers believed that acceleration provides necessary challenges for students, makes them committed to schoolwork, and enhances their academic achievement. No negative peer pressure resulting from academic acceleration was found, though the teachers were more certain than the students about the existence of negative peer culture for gifted minority students.

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“…Suggested solutions for removing cultural, racial, and income biases held by teachers are to encourage teachers to self-examine their views and actions toward students (Grantham, 2002;Henfield et al, 2008;Hyland, 2005;Johnson, 2002) and to provide teachers with information concerning minority students' cultural backgrounds and the many forms in which giftedness is displayed by students from diverse backgrounds Manning, 2006;Milner, Tenore, & Laughter, 2008). Manning (2006) suggested classroom teachers observe students' cognitive, affective, and coping skills when making recommendations to gifted programs.…”

Section: School Teachersmentioning

confidence: 99%

School Teacher Perceptions of Barriers That Limit the Participation of African American Males in Public School Gifted Programs

Hargrove

Seay

2011

Journal for the Education of the Gifted

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This study used data from questionnaires completed by teachers employed in North Carolina schools (N = 370) to determine if teachers felt that non-school-related or school-related factors served as barriers that limited the number of African American male children from participating in gifted programs. The majority of the teachers taught 3rd-to 5th-grade students. African American, Hispanic, and other minority teachers accounted for 29.8% of the teachers. White teachers identified barriers that were not related to school personnel, practices, or policies. Minority teachers identified both school-related and non-school-related factors as major barriers. No differences were found on barriers identified by teachers who had exposure to gifted development activities and those who did not. Recommendations for engaging teachers' commitment to African American male student learning through professional development programming are described.Analyses of data collected by federal and state agencies emphasize the low percentage of African American males participating in public school gifted programs. Survey data from 2002 showed the combined national percentage of Black male and female students participating in public school gifted programs was only 3.1% (National Center for Education Statistics [NCES], 2006b). Further, there is common agreement of the direct relationship between the disengagement by Black males in education and their exceedingly high incarceration and death Teacher Perceptions of Barriers 435 by homicide rates (Children's Aid Society, 2006). The following statistics and trends support this statement: 6 out of 10 Black male prisoners are school dropouts (Eckholm, 2006); Black males ages 17-29 account for 51% of all Black homicides (U.S. Department of Justice, 2007); the mortality rate from homicide for African American males ages 15-17 per 100,000 is 43.4 compared to 2.4 for non-Hispanic White males (Dellums Commission Report, 2006); 32.2% of Black males who are 8 years old today will be incarcerated during their lifetime (Bonczar, 2003); According to Eckholm ( 2006), "all of these negative trends are associated with poor schooling" (p. 2).These unsettling statistics portend a society wherein those most qualified to participate in the workforce of coming decades will include few African American males (Kaiser Family Foundation, 2006). According to Holzer ( 2006), the best hope for dissuading young Black males from contributing to these statistics is a combination of effective education and training programs. Engaging the instructional expertise of school teachers in addressing the educational morass stifling the promise of gifted Black male school children is urgently needed. This study is framed around the belief that too many academically gifted Black male school children transition out of formal education and become the statistics reported above because their intellectual promise is not recognized by teachers. The Status of African American Males in Formal EducationWorkforce qualifications are the accu...

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What Can Teacher Education Programs do to Prepare Teachers to Teach High-Achieving Culturally Diverse Male Students?

Cited by 8 publications

References 10 publications

Examining Organizational Practices that Predict Persistence among High-Achieving Black Males in High School

Examining Organizational Practices that Predict Persistence among High-Achieving Black Males in High School

The Efficacy of Academic Acceleration for Gifted Minority Students

School Teacher Perceptions of Barriers That Limit the Participation of African American Males in Public School Gifted Programs

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