Search results

This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors explain several problems/issues confronting Black male students in P-12 gifted and talented, advanced placement, and special education programs, along with the school-to-prison pipeline – inequitable discipline in the form of suspensions and expulsions. We parse underrepresentation and overrepresentation for this student group. A central part of this discussion is grounded in the achievement gap literature on Black students in general with implications for Black males in particular. Another fundamental aspect of this discussion is the need for educators to adopt an anti-racist (social justice or civil rights) and cultural competence approach to their work, which means being equity-based and culturally responsive in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of Black males are provided for educators. We also compel educators to go beyond talking about equity by setting quantifiable equity goals for minimum and maximum percentages (and numbers).

The research on Black underachievement is well documented. But the explanations posited as causes for this failure are problematic. They are reductive and fail to explain adequately the reasons for Black children’s underperformance. The wealth of research into Black underachievement is not matched by research into Black achievement, and explanations for this are equally flawed, as are policies designed to curtail underperformance. I argue in this paper that underachievement is the product of social and cultural forces, and success is dependent on all concerned in the educational development of the child, including the child, overcoming those forces and accommodating each other in order to provide the knowledge and skills necessary for success.

There has been a great deal of quantitative, survey research produced in the last thirty years which states that there is underachievement amongst ethnic minority children in English schools. This quantitative research reveals an increasingly complex picture of ethnic minority achievement and underachievement. Early work tended to simply demonstrate that ethnic minority children were underachieving in school (Little, 1972; Mabey, 1981; Mabey, 1986), this then shifted (as research became more sophisticated, gender and class were introduced as variables and pupils ceased to be simply categorised as black or white) to the identified achievement of some groups and the underachievement of others (e.g. Brent, 1994; Craft & Craft, 1983; DfES, 2003a, b; Drew & Gray, 1990; ILEA, 1990; Kysel, 1988; Sammons, 1995).

A study by the OECD in 2001 indicated that the UK had one of the strongest links between social deprivation and educational underachievement. This article uses original analysis to report a close correlation over the period 1997‐2001 between educational achievement in the London boroughs and various indicators of the extent of social deprivation in those boroughs. When the data are further disaggregated in terms of “inner” and “outer” London locations of those boroughs the so‐called “cycle of deprivation” hypothesis is supported still more strongly. The article goes on to discuss the implications of these results for broader policy issues such as central government use of the “standards fund” to target finance to the more deprived schools and the recently announced government decision to appoint a commissioner to improve standards in London schools.

This paper presents a viewpoint that considers the construction of ‘expertise’ as an impediment to successfully using cross-functional expertise in the organization. The construction of expertise forms a bounded perspective that creates hidden impediments to success that culminate in organizational underachievement.

Experiential knowledge of the authors that incorporated 20 years of organizational management experience and extensive practice of hiring experts to progress organizational learning, knowledge, and development is the primary basis of this work.

A common misperception of ‘expertise’ relates to a limiting perspective on what expertise is? Organizations segregate expertise (silo) as a way of increasing functionality and division of labor in an organizational structure. However, organizational underachievement is not due to functional arrangement in the organization’s structure (which is a commonly held belief) rather a byproduct of a bounded perspective necessary to construct expertise.

Organizations who understand that the bounded perspective of expertise is the source constraining use of their acquired expertise gain insight to an actionable opportunity to rectify cross-functional restraints. Core elements are offered to minimize the impact of organizational silofication.

This paper is unique in that it introduces a bounded perspective as the source impeding the use of workplace expertise rather than functional placement.

This chapter examines the current higher (tertiary) education system in Aotearoa/New Zealand, drawing specifically on Maori (indigenous people) endeavours to engage at that level. I outline historically key practices and their underlying philosophies, which limited Maori access to higher education, especially those based on colonial views about race that positioned Maori at the lower end of the social structure in New Zealand society. The loss of language and culture, a monocultural education system, and the impact on Maori in terms of educational underachievement will be further outlined.

The chapter then examines Maori educational initiatives as a means to outline how Maori have attempted to address educational underachievement and the redress of their language, knowledge and culture. The engagement of Maori in universities, research and education will be discussed including new tertiary developments, an indigenous tertiary institution – Te Whare Wananga o Awanuiarangi.

Next year the Civil Service celebrates twenty‐five years of equal opportunity policy. Linked to a formal structure designed to promote the ablest individuals, this policy should be showing encouraging results, but, as Celia Temple reports, there is little to get excited about.

The purpose of this paper is to use data from the Longitudinal Study of Violent Criminal Behavior in the USA to examine case configurations of violent behavior using a biopsychosocial framework. Specifically, the theory posits that arguably all behavior is the result of specific combinations of biopsychological (individual) and sociocultural (environmental) characteristics that are interacting within the individual. With regard to criminal and violent behavior, the theoretical assumption is that this maladaptive behavior is the result of a negative interaction between the biopsychological and sociocultural factors.

The study design consists of secondary data analysis. A conjunctive analysis of case configurations was performed using data from the Longitudinal Survey of Violent Criminal Behavior to formally explore the tenets of Cortés and Gatti’s (1972) biopsychosocial theory.

The results suggest that there are main effects for ego strength, family problems, family incohesiveness and underachievement as they relate to offending. A possible six-way interaction was also identified within the case configurations that provides empirical support for Cortés and Gatti’s (1972) biopsychosocial theory of deviance.

The present study contributes to the existing biopsychosocial literature by providing insight on the contextual variability in pathways to violent offending. Specifically, the evidence provided indicates that Cortés and Gatti’s (1972) biopsychosocial theory of deviance can be extended to comparing violent and non-violent offenders. Implications for policy and practice are also discussed.

If we are to help diminish some of the negative schooling experiences and behaviour often manifested in Black boys, such as frequent displays of anger, defiance to authority, low self-esteem, and their deployment of coping strategies, which further contributes to their disengagement or expulsion from school, we have to ensure that their health and emotional well-being in schools is optimised. Black boys in the UK comprise the largest proportion of young people who have been excluded from secondary schools, and they are often among one of the lowest groups of underachievers in the UK. It is against these bleak backgrounds of underachievement and disengagement from the mainstream education system that this present study posits the argument for increased targeted intervention, not only to improve academic performance but also to improve the emotional well-being in Black boys. Drawing upon case studies of targeted intervention strategies employed in schools and the community over a period of nearly two decades, by the education charity called Excell3, this chapter argues that greater levels of targeted interventions can result in higher levels of social aspiration, educational attainment, self-esteem and emotional well-being among Black boys.

European Union (EU) as a whole has made modest short-term progress toward sustainable development goals (SDG). Only in one goal (ensuring healthy lives and promotion of well-being) out of 17, the progress was substantial. The most problematic goals, which show movements away from sustainable development objectives, are goals that are focused on building resilient infrastructure, promotion of inclusive, sustainable industrialization, fostering innovation, and the goal that takes urgent action to combat climate changes. The analysis between old and new EU members revealed that median new EU member has made bigger progress in the last five years. For 11 SDGs, the average score is lover for median new EU member compared to median old EU member. However, the last available level of the indicator is in general still more favorable for median old EU member compared to median new EU member.