Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance
Bibliographic Data
| ID | 10855434 |
|---|---|
| Authors | Daniel D Liou (0000-0001-5911-0181, Arizona State University, Glendale, AZ, USA, corresponding author), Erin Rotheram-Fuller (0000-0002-9604-4192, Arizona State University, Glendale, AZ, USA) |
| Year | 2019 |
| Volume | 54 |
| Issue | 3 |
| Pages | 397-429 |
| Publication date | 2019-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085915623340 |
| OpenAlex | W2342330733 |
| Language | EN |
| Citations received | 20 |
| References cited | 52 |
Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American students felt a strong sense of positive identity with their small school, despite racist public perceptions of it. Within the classroom, students continued to face persistent low academic expectations despite the school’s pursuits of equity
Academic achievement · African american · Equity (law) · Ethnography · Face (sociological concept) · Pedagogy · Perception · Political science · Sociology · Critical Race Theory in Education · Education Discipline and Inequality · Psychology · School Choice and Performance
A Framework for Rethinking Educational Leadership in the Margins
Exploring Teachers' Motivational Supports in Urban Title I Elementary Schools
How data-driven reform can drive deficit thinking
“We Want to Be Seen, Not Surveilled”
Toward a Theory of Sympathetic Leadership
Profiling personality factors predicting academic achievement
Expectations as property of white supremacy
The significance of the racial contract in teachers’ college expectancies for students of color
Youth Participatory Action Research Findings as Mirror Material
Ability as legitimation of tracking
Teaching for Empowerment and Excellence
Black Parents’ Perspectives on Instruction
Beyond Technical Fixes
In and Through the Urban Educational “Reform Churn”
Student Voice From a Turnaround Urban High School
Teen Mom Student of the Month
Conceptualizing Intersectional Harm in Mathematics Classrooms
Visioning Alternatives to Segregated Education
Capacidades, hábitos y carácter
Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color
Dismantling Contemporary Deficit Thinking
"Multiplication Is for White People"
Motivating Students to Learn
A Critical Race Analysis of Latina/o and African American Advanced Placement Enrollment in Public High Schools
Is Segregation Bad for Your Health?
The Impact of School Choice on Racial Segregation in Charter Schools
Case Study Research
Journal of Negro Education
The Evolution of Deficit Thinking
Ethnic-Matching in Urban Schools
The Development of Consciousness of Self and the Emergence of Racial Identification in Negro Preschool Children
Black Wealth / White Wealth
Who Really Cares? The Disenfranchisement of African American Males in PreK-12 Schools
Reflection, Racial Competence, and Critical Pedagogy
Peer Support for African American Male College Achievement
Sometimes I feel like the problems started with desegregation’
The substance of things hoped for, the evidence of things not seen
Teacher Preparation and Inner-City Schools
Do You See What I See? Fostering Aspiring Leaders’ Racial Awareness
Challenges in Teacher Education for Urban Education
Tending to the Heart of Communities of Color
Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools
Early Schooling and Academic Achievement of African American Males
What Do they Really Want
Toward an Interdisciplinary Understanding of Educational Equity and Difference
Disproportionate Representation of African American Students in Special Education
Pygmalion Effects
Displacing Deficit Thinking in School District Leadership
Social-Class Variations in the Teacher-Pupil Relationship
Race, Class, and Gender in the United States
Social Theory and Social Structure
School and the co-construction of dropout
Race, Culture, and Researcher Positionality
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework
Handbook of Ethnography
Fighting for Our Lives
African American Males in Urban Schools
Introduction to the Special Issue
| Unique citing works | 20 |
|---|---|
| Citations per year | 2 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 20 |