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Book part
Publication date: 23 September 2011

Lamont A. Flowers, James L. Moore, Lawrence O. Flowers and Morris J. Clarke

Academic self-concept refers to an individual's view of themselves in relation to school and their academic performance. For several years, researchers have examined the…

Abstract

Academic self-concept refers to an individual's view of themselves in relation to school and their academic performance. For several years, researchers have examined the structure and components of academic self-concept (K. Cokley, 2002a; Guay, Larose, & Boivin, 2004; Marsh, Byrne, & Shavelson, 1988; McCoach, 2002). A considerable segment of this research has shown that academic self-concept is related to students' educational outcomes (Byrne, 1984; House, 2000). For example, House (2000) reported correlation coefficients demonstrating the relationship between academic self-concept and college students' participation in academic activities. Also, Komarraju, Musulkin, and Bhattacharya (2010) examined the influence of student–faculty experiences on students' academic self-concepts and found a positive relationship indicating that meaningful interactions with faculty may encourage the development of academic self-concept.

Details

Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields
Type: Book
ISBN: 978-1-78052-168-8

Book part
Publication date: 16 July 2014

LaGarrett J. King and Lamont A. Flowers

In light of data highlighting African American males’ achievement in civics, geography, and U.S. history, this chapter presents a study on African American males 

Abstract

In light of data highlighting African American males’ achievement in civics, geography, and U.S. history, this chapter presents a study on African American males’ educational outcomes in social studies. Based on the findings, this chapter offers recommendations for improving educational practice and policy in social studies.

Details

African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
Type: Book
ISBN: 978-1-78350-783-2

Book part
Publication date: 4 April 2013

Lamont A. Flowers

Spearman’s rank correlation coefficients were calculated from data based on a sample of African American males pursuing education degrees who completed the National Survey…

Abstract

Spearman’s rank correlation coefficients were calculated from data based on a sample of African American males pursuing education degrees who completed the National Survey of Student Engagement. The statistical results included positive correlations highlighting the relationship between academic experiences and educational outcomes. Applying student development research, implications for teacher education programs are discussed.

Details

Black Male Teachers
Type: Book
ISBN: 978-1-78190-622-4

Book part
Publication date: 16 July 2014

Abstract

Details

African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
Type: Book
ISBN: 978-1-78350-783-2

Book part
Publication date: 4 April 2013

Chike Akua is a doctoral student in educational policy studies at Georgia State University. A former middle school teacher, Akua taught in public schools for 15 years…

Abstract

Chike Akua is a doctoral student in educational policy studies at Georgia State University. A former middle school teacher, Akua taught in public schools for 15 years. During his tenure as a teacher, he was selected as a Teacher of the Year in the State of Virginia and acknowledged for exemplary teaching and service in Georgia. Akua is the author of widely disseminated instructional materials and children's literature and has led principal and teacher workshops for more than 500 U.S. schools and school districts. His book A Treasure Within: Stories of Remembrance and Rediscovery was nominated for the National Association for the Advancement of Colored People (NAACP) Award for Outstanding Contribution to Children's Literature.

Details

Black Male Teachers
Type: Book
ISBN: 978-1-78190-622-4

Book part
Publication date: 4 April 2013

Chance W. Lewis is the Carol Grotnes Belk Distinguished Full Professor and Endowed Chair of Urban Education at the University of North Carolina at Charlotte. Additionally…

Abstract

Chance W. Lewis is the Carol Grotnes Belk Distinguished Full Professor and Endowed Chair of Urban Education at the University of North Carolina at Charlotte. Additionally, Dr. Lewis is the Executive Director of the University of North Carolina at Charlotte’s Urban Education Collaborative, which is publishing a new generation of research on improving urban schools. Dr. Lewis received his B.S. and M.Ed. in Business Education and Education Administration/Supervision from Southern University in Baton Rouge, Louisiana. Dr. Lewis completed his doctoral studies in Educational Leadership/Teacher Education from Colorado State University in Fort Collins, Colorado.

Details

Black Male Teachers
Type: Book
ISBN: 978-1-78190-622-4

Book part
Publication date: 11 July 2017

Abstract

Details

Black Female Teachers
Type: Book
ISBN: 978-1-78714-462-0

Content available
Book part
Publication date: 23 September 2011

Abstract

Details

Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields
Type: Book
ISBN: 978-1-78052-168-8

Book part
Publication date: 4 April 2013

Chance W. Lewis

Currently, the field of education has been seeking innovative strategies to increase the representation of Black male teachers in U.S. classrooms. In this chapter, the…

Abstract

Currently, the field of education has been seeking innovative strategies to increase the representation of Black male teachers in U.S. classrooms. In this chapter, the author presents a status report of Black male teachers’ path to U.S. K-12 public school classrooms at six critical stages. These stages include the following: (a) Black males with a high school diploma; (b) enrollment in educator preparation programs; (c) educator preparation program completers; (d) educator preparation programs with the highest number of Black male graduates; (e) Black male education degree holders that select teaching as a profession; and (f) the current status of Black male teachers in U.S. K-12 public schools. Based on the data presented in this chapter, recommendations are provided to the field of education to improve their representation for the benefit of all students. Additionally, the critical need for this timely book is discussed.

Details

Black Male Teachers
Type: Book
ISBN: 978-1-78190-622-4

Content available
Book part
Publication date: 8 July 2016

Abstract

Details

Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices, and Directions for the Future
Type: Book
ISBN: 978-1-78560-119-4

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