Experiences of African American Students in Shorewood School District
Mentor 1
Joan Blakey
Location
Union Wisconsin Room
Start Date
27-4-2018 1:00 PM
Description
Introduction/Problem
The purpose of this study is to identify ways in which the Shorewood School district can more effectively address the needs of African American students so that they are better able to excel in school. There is a widening gap between African American and White students grades 6 – 12 who attend Shorewood Intermediate and High Schools. This gap is reflected in test scores and other metrics of academic achievement. During the 2016-2017 academic year, there was a 28% - 53% difference in reading scores between African American and White students. There was an even wider gap in Math with a difference of 18% – 64%. Moreover, African American students are almost two times more likely to experience a referral than white students. The research questions guiding this study are:
- How do African American students grades 6 – 12 experience a suburban, predominantly white, middle/upper class school district?
- Why do African American students experience more referrals and lower academic achievements than other groups of students?
- How are African American and White students grade 6 – 12 similar and different?
Methods
Using a mixed method study design, this study will draw from both quantitative and qualitative traditions in order to understand the experiences of African American students in a deeper, more meaningful way. The goal of using a mixed method design is to capitalize on the strengths of both approaches while minimizing the weaknesses of a single methodological design (Creswell, 2013; Johnson & Onwuegbuzie, 2004). Moreover, mixed method designs can lead to multiple perspectives from different vantage points (e.g. individual and school level data) within a study.
The quantitative component of the study will include analysis of six measures. These measures include: (1) Youth Risk Behavior Surveillance System survey (YRBSS); (2) Perceived Stress Scale (PSS)- Cronbach's alpha .82); (3) Racial and Ethnic Microagressions Scale (REMS) – Cronbach’s alpha .912); (4) Self-Efficacy Questionnaire for Children (SEQ-C); (5) Coping Strategies Inventory Short-Form(CSI-SF) and (6) Child and Youth Resilience Measure (CYRM).
Implications for Practice
By learning more about students’ experiences, it is our hope that this study improve the educational experiences of African American students in the district, increase the quality of education that African American student receive which will lead to greater success within the Shorewood School District. We also hope that this research will contribute to pedagogical and institutional practices that also would contribute to students’ success.
Experiences of African American Students in Shorewood School District
Union Wisconsin Room
Introduction/Problem
The purpose of this study is to identify ways in which the Shorewood School district can more effectively address the needs of African American students so that they are better able to excel in school. There is a widening gap between African American and White students grades 6 – 12 who attend Shorewood Intermediate and High Schools. This gap is reflected in test scores and other metrics of academic achievement. During the 2016-2017 academic year, there was a 28% - 53% difference in reading scores between African American and White students. There was an even wider gap in Math with a difference of 18% – 64%. Moreover, African American students are almost two times more likely to experience a referral than white students. The research questions guiding this study are:
- How do African American students grades 6 – 12 experience a suburban, predominantly white, middle/upper class school district?
- Why do African American students experience more referrals and lower academic achievements than other groups of students?
- How are African American and White students grade 6 – 12 similar and different?
Methods
Using a mixed method study design, this study will draw from both quantitative and qualitative traditions in order to understand the experiences of African American students in a deeper, more meaningful way. The goal of using a mixed method design is to capitalize on the strengths of both approaches while minimizing the weaknesses of a single methodological design (Creswell, 2013; Johnson & Onwuegbuzie, 2004). Moreover, mixed method designs can lead to multiple perspectives from different vantage points (e.g. individual and school level data) within a study.
The quantitative component of the study will include analysis of six measures. These measures include: (1) Youth Risk Behavior Surveillance System survey (YRBSS); (2) Perceived Stress Scale (PSS)- Cronbach's alpha .82); (3) Racial and Ethnic Microagressions Scale (REMS) – Cronbach’s alpha .912); (4) Self-Efficacy Questionnaire for Children (SEQ-C); (5) Coping Strategies Inventory Short-Form(CSI-SF) and (6) Child and Youth Resilience Measure (CYRM).
Implications for Practice
By learning more about students’ experiences, it is our hope that this study improve the educational experiences of African American students in the district, increase the quality of education that African American student receive which will lead to greater success within the Shorewood School District. We also hope that this research will contribute to pedagogical and institutional practices that also would contribute to students’ success.
