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Posted August 31, 2007
Important read for anyone working with diverse learner's
This edited book is an important read for anyone interested in what can be done to close the African American achievement gap in higher education. The author's succinctly outline the theoretical basis for the phenomenon and the institutional factors, which help perpetuate it. This collected work takes a fresh look at available research and is woven together with a theory that unifies the whole book. Research-based strategies and best practices are offered to administrators, faculty, and anyone else interested in narrowing the gap. Additionally, the author's point out the high cost in human capital to society at the federal, state, and local levels for the failure to remediate this persistent and stubborn problem.Was this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.
Posted August 13, 2007
A must read for anyone involved in cross-cultural education
This book provides a fresh look at recent research regarding the African American achievement gap in higher education. The primary reason I enjoyed this book is because it did an excellent job balancing theory and research with practical advice. Chapter 1 provides the background and context for the entire book by defining and discussing various manifestations of the achievement gap 'e.g., persistence rates, graduation rates, standardized test scores, and grade point averages'. It also provides a theoretical perspective that is used throughout the book drawing from both microethnography and macroethnography. In particular, John Ogbu¿s Cultural-Ecological Theory of School Performance is used to explain how Black students view themselves and their positions in relation to mainstream society. The next two chapters describe the influences of African American, hip-hop, and school cultures on the gap. Chapter 4, co-written by the president of a historically Black university, provides a discussion of diversity and learning on university campuses and describes several exemplary programs aimed at closing the achievement gap in higher education. Chapter 5 identifies challenges many Black students experience in the traditional face-to-face classroom followed by a chapter on designing and teaching traditional courses that respond to diversity. Likewise, Chapter 7 identifies challenges in the virtual classroom followed by a chapter on designing and teaching distance education courses that addresses challenges and reaches out to all students. Chapter 9 is on assessment for learning and Chapter 10 discusses organizational strategies for success. Chapter 11, summary and conclusions, does a great job synthesizing the book by providing a comprehensive strategy for multicultural education that encompasses organizational and academic strategies. I would recommend this book for any faculty or administrator, or anyone involved in multicultural professional development. It is a valuable asset for distance education programs, because of the cross-cultural nature of that type of learning.Was this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.