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Achievement gaps in the United States are observed,persistent disparities in measures of educational performance among subgroups of U.S. students,especially groups defined by socioeconomic status (SES),race/ethnicity and gender. The achievement gap can be observed through a variety of measures,including standardized test scores,grade point average,dropout rates,college enrollment,and college completion rates. The gap in achievement between lower income students and higher income students exists in all nations and it has been studied extensively in the U.S. and other countries,including the U.K. Various other gaps between groups exist around the globe as well.
An extracurricular activity (ECA) or extra academic activity (EAA) or cultural activities is an activity,performed by students,that falls outside the realm of the normal curriculum of school,college or university education. Such activities are generally voluntary (as opposed to mandatory),social,philanthropic,and often involve others of the same age. Students and staff direct these activities under faculty sponsorship,although student-led initiatives,such as independent newspapers,are very common. However,sometimes the school principals and teachers also bring in these activities in the school among the students.
Lisa D. Delpit is an American educationalist,researcher,and author. She is the former executive director and Eminent Scholar at the Center for Urban Educational Excellence at Florida International University in Miami,Florida,Benjamin E. Mays Chair of Urban Educational Leadership at Georgia State University,and the first Felton G. Clark Distinguished Professor of Education at Southern University and A&M College in Baton Rouge,Louisiana. She earned the MacArthur "Genius" Fellowship for her research on school-community relations and cross-cultural communication.
Culturally relevant teaching or responsive teaching is a pedagogy grounded in teachers' practice of cultural competence,or skill at teaching in a cross-cultural or multicultural setting. Teachers using this method encourage each student to relate course content to their cultural context.
Gloria Jean Ladson-Billings is an American pedagogical theorist and teacher educator known for her work in the fields of culturally relevant pedagogy and critical race theory,and the pernicious effects of systemic racism and economic inequality on educational opportunities. Her book The Dreamkeepers:Successful Teachers of African-American Children is a significant text in the field of education. Ladson-Billings is Professor Emerita and formerly the Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin–Madison.
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Achievement Ideology is the belief that one reaches a socially perceived definition of success through hard work and education. In this view,factors such as gender,race/ethnicity,economic background,social networks,or neighborhoods/geography are secondary to hard work and education or are altogether irrelevant in the pursuit of success.
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Indigenous education specifically focuses on teaching Indigenous knowledge,models,methods,and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism,globalization,and modernity.
Christine E. Sleeter is an American professor and educational reformer. She is known as the Professor Emerita in the School of Professional Studies,California State University,Monterey Bay. She has also served as the Vice President of Division K of the American Educational Research Association,and as president of the National Association for Multicultural Education. Her work primarily focuses on multicultural education,preparation of teachers for culturally diverse schools,and anti-racism. She has been honored for her work as the recipient of the American Educational Research Association Social Justice Award,the Division K Teaching and Teacher Education Legacy Award,the CSU Monterey Bay President's Medal,the Chapman University Paulo Freire Education Project Social Justice Award,and the American Educational Research Association Special Interest Group Multicultural and Multiethnic Education Lifetime Achievement Award.
James L. Moore III is the Vice Provost for Diversity and Inclusion and Chief Diversity Officer of The Ohio State University. He also serves as executive director of the Todd Anthony Bell National Resource Center on the African American Male and is the inaugural College of Education and Human Ecology Distinguished Professor of Urban Education. Moore co-founded the International Colloquium on Black Males in Education. From 2015 to 2017,Moore served as the rotating program director for Broadening Participation in Engineering in the Engineering directorate at the National Science Foundation in Arlington,Virginia. In 2018 the Dr. James L. Moore III Scholars Program,established by Missy and Bob Weiler,was created to support undergraduate students transferring from Columbus State Community College to Ohio State University.
Ratna Ghosh is a Canadian academic and education scholar. She is a Distinguished James McGill Professor and Sir William C. Macdonald Professor of Education at McGill University in Montreal,Canada,where she previously served as the Dean of the Faculty of Education from 1998 –2003.
Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of several factors including:government policies,school choice,family wealth,parenting style,implicit bias towards the race or ethnicity of the student,and the resources available to the student and their school. Educational inequality contributes to a number of broader problems in the United States,including income inequality and increasing prison populations. Educational inequalities in the United States are wide-ranging,and many potential solutions have been proposed to mitigate their impacts on students.
Inclusive Classroom is a term used within American pedagogy to describe a classroom in which all students,irrespective of their abilities or skills,are welcomed holistically. It is built on the notion that being in a non-segregated classroom will better prepare special-needs students for later life. In the United States,the Rehabilitation Act of 1973 guaranteed civil rights to disabled people,though inclusion of disabled students progressed slowly until the No Child Left Behind Act of 2001,after which almost half of US students with disabilities were soon in general classrooms.
Geneva Gay is an American academic and author. She is an emerita professor at the University of Washington-Seattle.
References
- 1 2 3 4 5 "Directory". College of Education and Human Ecology.
- ↑ "Editorial Board | Taboo: The Journal of Culture and Education | College of Education | University of Nevada, Las Vegas". digitalscholarship.unlv.edu.
- ↑ "Editorial Board: Education and Urban Society: SAGE Journals".
- ↑ "Donna Y. Ford". www.csualumni.com.
- ↑ Ford, Donna Yvette (1991). Self-perceptions of social, psychological, and cultural determinants of achievement among gifted Black students: A paradox of underachievement (Thesis). OCLC 24307327. ProQuest 304048621.[ non-primary source needed ]
- ↑ Middleton, Tanya; Ford, Donna (23 November 2022). "The Ford Female Achievement Model for Excellence (F2AME): Empowering Black Females for Success". Journal of African American Women and Girls in Education. 2 (2): 9–22. doi:10.21423/jaawge-v2i2a121 (inactive 2023-05-09).
{{cite journal}}: CS1 maint: DOI inactive as of May 2023 (link)[ non-primary source needed ] - 1 2 "Donna Ford | Center for Latin American Studies". clas.osu.edu.
- ↑ "Donna Y Ford, PhD". scholar.google.com.
- ↑ Ford, Donna Y.; Grantham, Tarek C.; Whiting, Gilman W. (March 2008). "Another Look at the Achievement Gap: Learning From the Experiences of Gifted Black Students". Urban Education. 43 (2): 216–239. doi:10.1177/0042085907312344. S2CID 145484073.[ non-primary source needed ]
- ↑ Ford, Donna Y. (January 2011). "Closing the Achievement Gap: Gifted Education Must Join the Battle". Gifted Child Today. 34 (1): 31–34. doi:10.1177/107621751103400110. S2CID 149023179.[ non-primary source needed ]
- ↑ Ford, Donna Y.; Moore, James L. (November 2013). "Understanding and Reversing Underachievement, Low achievement, and Achievement Gaps Among High-Ability African American Males in Urban School Contexts". The Urban Review. 45 (4): 399–415. doi:10.1007/s11256-013-0256-3. S2CID 255109003.[ non-primary source needed ]
- ↑ Borman, Geoffrey D. (April 1998). "Book review of Reversing Underachievement Among Gifted Black Students". Journal of Education for Students Placed at Risk. 3 (2): 185–189. doi:10.1207/s15327671espr0302_6.
- ↑ Ford, Donna Y.; Russo, Charles J. (2014). "No Child Left Behind ... unless a student is gifted and of color: reflections on the need to meet the educational needs of the gifted" (PDF). Journal of Law in Society. 15 (2): 213–241. Gale A408783267.[ non-primary source needed ]
- ↑ Ford, Donna Y. (July 2015). "Multicultural Issues: Recruiting and Retaining Black and Hispanic Students in Gifted Education: Equality Versus Equity Schools". Gifted Child Today. 38 (3): 187–191. doi:10.1177/1076217515583745. S2CID 141915216.[ non-primary source needed ]
- 1 2 Ford, Donna Y.; Trotman, Michelle Frazier (June 2001). "Teachers of gifted students: Suggested multicultural characteristics and competencies". Roeper Review. 23 (4): 235–239. doi:10.1080/02783190109554111. S2CID 143912323.[ non-primary source needed ]
- ↑ Ford, Donna Y.; Howard, Tyrone C.; Harris, J. John (July 1999). "Using Multicultural Literature in Gifted Education Classrooms". Gifted Child Today. 22 (4): 14–21. doi:10.1177/107621759902200405. S2CID 140997014.[ non-primary source needed ]
- ↑ Ford, Donna Y.; Harris, J. John (September 2000). "A framework for infusing multicultural curriculum into gifted education". Roeper Review. 23 (1): 4–10. doi:10.1080/02783190009554054. S2CID 144760299.[ non-primary source needed ]
- ↑ Ford, Donna Y. (May 2005). "Integrating Multicultural and Gifted Education: A Curricular Framework". Theory into Practice. 44 (2): 125–137. doi:10.1207/s15430421tip4402_7. S2CID 54016360.[ non-primary source needed ]
- ↑ Burt, Janeula M. (July 2002). "Book Review of Multicultural Gifted Education, by Donna Y. Ford and J. John Harris, III". Journal of Education for Students Placed at Risk. 7 (3): 369–373. doi:10.1207/S15327671ESPR0703_8. S2CID 143950756.[ non-primary source needed ]
- ↑ Ford, Donna Y. (2021). Multicultural Gifted Education. Routledge. ISBN 978-1-000-49477-8.[ page needed ][ non-primary source needed ]
- ↑ Ford, Donna Y.; Milner, H. Richard (2005). Teaching Culturally Diverse Gifted Students. Prufrock Press. ISBN 978-1-59363-176-5.[ page needed ][ non-primary source needed ]
- ↑ "Gifted cultural education model".
- ↑ "Bloom-Banks Matrix Design Rigorous, Multicultural Curriculum for the Diverse 21st Century Classroom".
- 1 2 "Past NAGC Award Recipients | National Association for Gifted Children". nagc.org.442elmp01.blackmesh.com.
- 1 2 "Committee on Scholars of Color in Education Awards". www.aera.net.
- ↑ "WARRIOR AWARDS". ICBME.
- ↑ "2023 RHSU Edu-Scholar Public Influence: Top 10 Lists".
- ↑ "United States Scientist and University Education in United States Rankings 2023 - AD Scientific Index 2023". www.adscientificindex.com.
- ↑ "Dr. Donna Ford, Ohio State University".
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