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|a ED348464 Microfiche
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|a ED348464 Microfiche
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| 100 |
1 |
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|a Bempechat, Janine.
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| 245 |
1 |
0 |
|a Fostering High Achievement in African American Children :
|b Home, School, and Public Policy Influences. Trends and Issues No. 16 /
|c Janine Bempechat.
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| 260 |
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|a New York, NY :
|b ERIC Clearinghouse on Urban Education,
|c 1992.
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| 300 |
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|a 60 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
|
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|a microform
|b h
|2 rdamedia
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| 338 |
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|a microfiche
|b he
|2 rdacarrier
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| 500 |
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|a Availability: ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027.
|5 ericd
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| 500 |
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|a Sponsoring Agency: Office of Educational Research and Improvement (edition), Washington, DC.
|5 ericd
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| 500 |
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|a Contract Number: RI88062013.
|5 ericd
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| 520 |
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|a This monograph reviews the literature in three key domains (home, school, and public policy), each of which appears to foster achievement in African American children. Three core sections comprise this review. The first section looks at the research on family influences, including socioeconomic factors, the socialization of achievement, the influence of parental attitudes, and student individual differences. The second section concerns school influences; and it covers: private Catholic schools, private non-sectarian schools, independent alternative schools, public schools, exemplary programs, and successful instructional techniques. The third section is on public policy influences; and it discusses: racial desegregation, social class integration, the effects of desegregation on minority college attendance, relative achievement at predominantly white versus black colleges, the effects of desegregation on career success, and black support for desegregation. A final section presents summary and conclusions including some of the following observations: (1) African American children benefit academically from home environments that are supportive of cognitive development and academic pursuits; (2) parenting programs that focus in part on parental teaching strategies and on how to organize homes around learning would be fruitful; (3) African American children achieve in welcoming schools with high expectancies; and (4) teachers, parents, and communities must be oriented toward shared achievement goals. Included are 118 references. (JB)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
|
| 500 |
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|a Microform.
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| 650 |
1 |
7 |
|a Academic Achievement.
|2 ericd
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| 650 |
0 |
7 |
|a Black Achievement.
|2 ericd
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| 650 |
1 |
7 |
|a Black Students.
|2 ericd
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| 650 |
0 |
7 |
|a Community Influence.
|2 ericd
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| 650 |
1 |
7 |
|a Educational Environment.
|2 ericd
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| 650 |
0 |
7 |
|a Elementary Secondary Education.
|2 ericd
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| 650 |
1 |
7 |
|a Family Influence.
|2 ericd
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| 650 |
0 |
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|a High Achievement.
|2 ericd
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| 650 |
1 |
7 |
|a Minority Group Children.
|2 ericd
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| 650 |
0 |
7 |
|a Parent Participation.
|2 ericd
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| 650 |
0 |
7 |
|a Private Schools.
|2 ericd
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| 650 |
1 |
7 |
|a Public Policy.
|2 ericd
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| 650 |
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|a Public Schools.
|2 ericd
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| 650 |
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|a Racial Factors.
|2 ericd
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| 650 |
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|a School Desegregation.
|2 ericd
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| 650 |
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|a School Role.
|2 ericd
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| 650 |
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|a Teacher Influence.
|2 ericd
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| 653 |
1 |
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|a African Americans
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| 655 |
|
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|a ERIC Publications.
|2 ericd
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| 710 |
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|a ERIC Clearinghouse on Urban Education.
|0 http://id.loc.gov/authorities/names/n79117548
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|a Columbia University.
|b Teachers College.
|0 http://id.loc.gov/authorities/names/n50053030
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