Racial Gap in Teachers’ Perceptions of the Achievement Gap
Bibliographic Data
| ID | 9728764 |
|---|---|
| Authors | Jeffrey Uhlenberg (corresponding author), Kathleen M Brown (0000-0003-4807-0633, University of North Carolina at Chapel Hill) |
| Year | 2002 |
| Volume | 34 |
| Issue | 4 |
| Pages | 493-530 |
| Publication date | 2002-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00124502034004006 |
| OpenAlex | W1990694847 |
| Language | EN |
| Citations received | 10 |
| References cited | 12 |
Why does the achievement gap exist, and what should we do about it? Ogbu and Simons suggested that urban minority parents “hold teachers and schools, rather than their children, responsible for poor academic performance.” Other adults focus on the children and families, commenting on such things as poverty and lack of parental concern. And then there are the students who talk about being underestimated, dismissed, or just bored. The purpose of this study is to examine Black and White teachers’ perceptions of possible causes and potential solutions to the achievement gap. Similarities and differences in their perceptions are highlighted. Our study suggests that before we can take a discussion of solutions to the next level, teachers must first examine and move past their personal assumptions and strive to understand the whole reality
Academic achievement · Developmental psychology · Ethnic group · Perception · Political science · Poverty · Race (biology · Racial differences · Sociology · Student achievement · White (mutation · Early Childhood Education and Development · Gender Studies · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology
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| Unique citing works | 10 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2006 - 2025 (20) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |