Here is a listing of pertinent articles that AAMEP collected. We think you will find them helpful. View below.
Actuating Equity: Historical and Contemporary Analyses of African American Access to Selective Higher Education from Sweatt to the Top 10 Percent Law
This article discusses how Jim Crow laws in higher education affected higher education equality for African American. A summative paragraph from the article's introduction follows: "... As a result, the purpose of this article is to understand the historical and contemporary access of Black students to selective higher education in Texas. In this analysis we use the state’s flagship institution: the University of Texas at Austin.
We begin with a literature review that examines the evolution of selective admissions, legislative enactments, and judicial decisions from Jim Crow to the TTPP. We follow this with the first estimate of historical Black enrollment at UT-Austin. Using this unique data, we conduct a representation analysis of the proportion of Blacks enrolled at UT-Austin relative to statewide population estimates at seven points in time over the past seventy years. The second part of our analysis examines whether the TTPP has increased Black enrollment at UT-Austin. We then analyze cross-sectional data to understand Black TTPP students’ college choice, persistence, and graduation rates. We conclude with a discussion factoring in contextual and historical events that have thwarted efforts to increase Black participation at UT-Austin."
An Educator Guide from the Twenty-First Century Foundation
Here is an introduction to the guide from the President of 21CF, Erica Hunt.
"We are pleased to provide this guide to accompany your viewing
of our film BRING YOUR "A" GAME. As you already know, our Black men and boys in the
United States are in the fight of their lives. Every day, the news cites statistics that are astoundingly
disconcerting on the high school dropout rate, probable incarceration, and unemployment of this
segment of the population.
Twenty-First Century Foundation (21cf), an endowed national Black public foundation, is at the
forefront of changing that dynamic by building a framework for coalitions, collaborative efforts,
and durable partnerships across all sectors of society to work together on the issues collectively
identified as critical to change the paradigm for this population. Our approach is centered on
cultivating strong Black civic leadership and combining it with sound advocacy and organizing
infrastructures to achieve positive, long-term social change for young Black males.
We launched the Black Men and Boys Initiative (bmb) in 2004 to identify, highlight, and support
strategies that address the crisis confronting America's Black men and boys. The overall goal of the
bmb Initiative is to mobilize the organizational, political, and financial resources required to move
the collective response to the crisis facing America's Black men and boys from discussion to action
and, ultimately, to positive impact. BRING YOUR "A" GAME, created as a tool in the work of the
bmb Initiative, is geared to do just that. Please incorporate it in your teaching and outreach because
this effort is going to take all of us.
In life, timing is everything, and with a role model like President Barack Obama setting the bar
high… the time is now.
A RETROSPECTIVE STUDY OF THE IMPACT OF RACE AND CLASS ON ACADEMIC SUCCESS AT ITHACA HIGH SCHOOL
To set up what this article is about, the purpose of the study follows: "We set out to examine how race and class influence a student’s chances for academic success at Ithaca High School. Specifically, we asked whether being of low socioeconomic status or a member of a minority group (particularly African-American or Latino) was negatively associated with academic success, as measured by staying in school, planning for college, academic placement level, class rank, and placement in special education. (Throughout this study, in order to preserve confidentiality, we made every effort not to use names of individual students. When cross-referencing different databases, we relied as much as possible on student registration numbers.)"
Equity Research
This is a compilation of data collected by the Village at Ithaca with some historical documents, videos and audio transcripts for understanding issues of race and equity in the Ithaca City School District. Compiled by the Village at Ithaca Research Committee.
Given Half Chance: The Schott 50 State Report
In 2003, The Schott Foundation for Public Education... Dr. Rosa Smith, and researcher Michael Holzman, began an intense investigation into the educational performance of Black males across the nation. The results were alarming and served to alert the advocacy, research, and philanthropic communities of an American crisis. Read this report to uncover the findings as well as the what is already being accomplished to correct these issues.
Reading Rescue: Intervention for a Student "At Promise"
Marie Clay's intensive one-on-one approach is adapted for the middle school student in this case study.
Community Differences in the Association between Parenting Practices and Child Conduct
Dive into this investigative article about the parental strategies and their effectiveness in different neighborhood environments. It also looks at the implications of crime and delinquency as a major social problem in African American communities, and how caretaker control and use of corporal punishment on child conduct problems depends on the neighborhood environment.
Creating Change: Efforts to Improve College Access and Success in Indiana
Wonder how the model student achieves, and what tools they place in their toolbelt? This article summarizes key areas of success in students, and how to execute them to acheive that success in schools. The article articulates on these key areas: academic preparation, affordability, a differentiated higher education system, and student success, and the key factors in creating change for higher education students in Indiana.
Developing and Nurturing Excellence in African-American Male Adolescents
Become educated in a variety of areas regarding the African-American male in education and society, by seeing an overview of the statistical picture for African-American males in education and society; a review of additional developmental tasks encountered by African-American adolescent males, the unique challenges they face, and the basic assumptions of one highly recognized initiative related to assisting African-American males reach their academic and social potential, and finally; an in-depth overview of a comprehensive, developmental initiative whose goal is to develop and nurture both academic and social excellence in African-American male children and adolescents.
Different Folks, Different Hopes: The Educational Aspirations of Black Males in Urban, Suburban, Rural High Schools
The educational aspirations of Black males in urban, suburban, and rural high schools were examined in this study, using a nationally-representative sample of respondents to the National Educational Longitudinal Study (NELS:88/00).
Identifying and Supporting Gifted African American Men
The images of black men in our society often confine them to environments shaped by drugs, crime, athletics, and academic failure. In education, we ahve contributed to this negative portrait by the disproportionate amount of research that emphasizes remediation and disadvantage... This chapter examines the unique challenges faced by a segment of black male population that is rarely discussed: that of the gifted and talented black man.
Opportunity Beyond Affirmative Action: How Low-Income and Working-Class Black Male Achievers Access Highly Selective, High-Cost Colleges and Universities
This article explores the growing concern in recent years of stagnant and sometimes declining rates of enrollment in Secondary education by Black undergraduate men. The article goes direct to the source by presenting findings from two-to-three-hour individual interviews with Black undergraduate men who grew up in low-income and working-class families and later enrolled in one of eighteen predominantly White private postsecondary institutions and then describes the policies and programs that enabled these men to successfully navigate their way to and through these colleges and universities, while also offering implications for higher-education policy.