Academic Achievement of African-American Students

ACADEMIC ACHIEVEMENT of African-American STUDENTS combined

ACADEMIC ACHIEVEMENT of African-American STUDENTS

The research proposed herein is focused upon the academic achievement of African-American students and what may be done by educators to promote academic achievement among these students. Within the research, it will be necessary to take a close look at cultural issues, community issues, family and ethnic issues and then review the methods traditionally used by educators in providing instruction to this set of students. Previous research has typically addressed only one or two factors that positively affect the academic achievement of African-American students. This research proposes addressing the all-encompassing factors after having identified the various factors that do have an effect upon the academic achievement of these specific students.

Statement / Background of the Problem

Previous research has typically addressed only one or two factors that affect the academic achievement of African-American students. This research proposes addressing the all-encompassing factors after having identified the various factors that do have an effect upon the academic achievement of these specific students.

Purpose of the Study

The purpose of this study is to identify the factors that affect the academic achievement of African-American students and specifically the structural barriers or factors that negatively affect the academic achievement of African-American students whether those factors are of the nature familial, cultural, organizational, or institutional factors. Because the researcher is an educator in a school district comprised mainly of African-American students, this specific choice of study is chosen for informing the researcher and other educators of the barriers that are presented within the educational institution structure that presents a barrier to academic achievement among these students. These barriers must necessarily be identified before they can be removed.

The work of Lewis and Moore (2004) in the work entitled: "African-American Students in Kindergarten to Twelfth Grade Urban Settings" relates that over the past two decades a great amount of research has been conducted related to academic achievement of African-American students and the fact is that: "Far too many urban African-American students...are not making adequate progress in their academic subjects and on various high-stakes standardized tests." (2004) Included is research conducted and reported by Grantham & Ford (2003); Flowers, Milner & Moore (2003); Moore, Madison-Colmore & Smith (2003). This work seeks to specifically identify structural barriers in the lives of African-American students whether those barriers be within the home of students presented in the form of cultural factors such as the importance assigned to academic achievement in the student's family or whether those barriers present in the community culture assigning little or no importance to academic achievement. Finally, this work seeks to identify any barriers that present to academic achievement of African-American students in the structure of the educational institution or school at focus in this study.

Research Questions

The following is a list or questions for research, which guides the exploration of the proposed research: (1) What barriers exist for academic achievement of African-American students at the school of the researcher? (2) What cultural barriers exist for academic achievement of African-American students at the school of the researcher in this work? (3) What societal and funding issues present barriers to academic achievement of African-American students at the school of the researcher in this work? (4) What community barriers are presented for academic achievement among African-American students in the community of the school of the researcher in this work? (5) What racial barriers exist for academic achievement of African-American students in both the school and the community at focus in this work? And (6) Do structural barriers in communities, schools and society present barriers to academic achievement among African-American students in the community, school and society at focus in this work?

Review of Literature

The work of Guiffrida (2006) reviews the information since Brown v. Board of Education for African-American: "gains in educational attainment." (Guiffrida, 2006) it is pointed out in this work that the school counselor is in a particularly special or 'unique' position to offer assistance to both students and the families of students during the transition into college as well as in the provision of referrals to programs and counseling needs. African-American programs also exist that provide support for students. Guiffrida points out work conducted prior to the present research report in which it was concluded by Guiffrida (2005) "...that it was important for African-American students whose families provided emotional, academic, and financial supports, and who allowed and encouraged their children to make healthy separations" when the student made the transition to college to strengthen the capacity for the student to achieve academically.

The work edited by Denbo and Beaulier entitled: "Improving Schools for African-American Students" relates that institutional racism is a discussion that may be tough for most individuals to handle and even highly "...stressful or shocking" to some individuals. (2002) Several issues are addressed in this work that: "...together form many of the components of institutional racism." (2002) Following this the issues that are "related to the effects of institutional racism are addressed." (2002) Also addressed are the factors related to special education and the underachievement of African-American students. Stated in this work is the fact that culture is an experience of a very "powerful" nature in the lives of both "individuals and groups of people." (Denbo and Beaulier, 2002) Denbo and Beaulier describe culture as: "...an ever-evolving constellation of influences...shapes the essence, experiences, and worldviews of individuals, groups, communities and institutions alike." (2002)