Closing the African American Achievement Gap in Higher Education / Edition 1

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This timely volume brings together a roster of experienced educators and researchers to address the African American achievement gap in higher education. The text provides an overview of recent research on the learning characteristics of African American university students and uses those findings to identify major issues and to foster new and productive inquiry and educational activities. Encompassing both traditional and virtual classrooms, the authors provide research-based strategies that higher-education faculty can use to design courses, pedagogy, and assessments that reach out to all learners in a fair and equitable manner. To help universities close the achievement gap, this book: Describes how African American, hip-hop, and school cultures influence learning and achievement. Identifies racial challenges and offers practical strategies for creating and teaching culturally responsive traditional and online courses. Includes sample lessons and assessment resources that implement many of the strategies described in the book.
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Product Details

  • ISBN-13: 9780807747780
  • Publisher: Teachers College Press
  • Publication date: 7/20/2007
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 224
  • Product dimensions: 6.12 (w) x 9.00 (h) x 0.56 (d)

Table of Contents

Preface     vii
Acknowledgments     xi
The African American Achievement Gap   Helen R. Stiff-Williams     1
African American and Hip-Hop Cultural Influences   Emery M. Petchauer     20
School Cultural Influences   Louis B. Gallien Jr.     39
Diversity and Learning on College Campuses   JoAnn W. Haysbert   D. Nicole Williams     54
Challenges in the Traditional Classroom   Marshalita Sims Peterson     72
Designing and Teaching Traditional Courses   Nancy E. Rhea   Michael K. Ponton     85
Challenges in the Virtual Classroom   Alfred P. Rovai     104
Designing and Teaching Distributed Courses   Richard C. Overbaugh   Robert A. Lucking     123
Assessment for Learning   Joya Anastasia Carter   Alfred P. Rovai     143
Organizational Strategies for Success   M. Gail Sanders Derrick   Hope M. Jordan     165
Summary and Conclusions   Alfred P. Rovai   Louis B. Gallien Jr.     177
About the Editors and Contributors     199
Index     203
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Customer Reviews

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  • Anonymous

    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.

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  • Anonymous

    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.

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