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作者

Simone Gbolo Tabitha LaShaun Grier-Reed

来源

URBAN EDUCATION,Vol.54,Issue9,P.1210–1232

语言

英文

关键字

achievement gap, African American students, Black females, Black males, charter school, cultural responsiveness, culturally relevant pedagogy, high school, programs, urban

作者单位

1University of Minnesota, Minneapolis, MN, USA

摘要

Educational disparities are deeply entrenched in U.S. society. Our research focused on a move toward equity and investment in one Midwestern charter school via the implementation of the African American Student Network. Participants were 15 male and 15 female students in Grades 9 to 12 who participated in the network for one semester. Qualitative analysis of focus group interviews revealed that students in the network experienced safety, support, empowerment, affirmation, and connectedness. Quantitative analysis revealed that pre- and post-test grade point averages (GPAs), disciplinary referrals, and attendance trended in promising directions although there were no statistically significant differences.