A Factor Analytic Study of the Infant-Toddler and Early Childhood Versions of the HOME Inventory Administered to White, Black, and Hispanic American Parents of Children Born Preterm

Factor analyses were performed on the Infant-Toddler and the Early Childhood versions of the HOME Inventory for 3 groups (blacks, whites, and Hispanics) of premature, low-birthweight children. Participants lived in 8 different U.S. cities. On the IT-HOME, 5 factors were originally retained for each group using the principal factors method of extraction. Factor structures for blacks and whites were similar, accounting for 85% and 75% of the variance, respectively. The structure for Hispanics was somewhat different; a 7-factor solution accounting for 65% of the variance was most interpretable. For the EC-HOME, 6 factors were retained for both black and white groups, accounting for 80% and 73% of the variance, respectively. For Hispanics, an 8-factor solution accounted for 59% of the variance. The factor structures for blacks and whites were largely in agreement with the current organization of items into subscales. The fit for Hispanics was not quite as good, but most factors also corresponded to current subscales.     

Beyond Black and White: The Impact of Asian Peers on Scholastic Achievement

This paper examines the effects of Asian peers on non-Asian student achievement in New York City public schools. We use exogenous variation in the share of Asian students across cohorts within schools stemming from a fertility shock among the Asian population in the Chinese year of the Dragon. Results show that a 10-percentage-point increase in the share of Asian students reduces non-Asian math and ELA scores by 0.14 and 0.16 standard deviations. The reduction in achievement is associated with an increase in the share of non-Asian students who fail to demonstrate the skills expected at the grade, especially in math.     

Beliefs about Children: A Comparative Study of Mothers, Teachers, Peers, and Self

This study was designed to clarify findings from the parents' beliefs literature concerning the nature and the effects of parental accuracy. Subjects were 60 second- and fifth-grade children (mean ages = 8–5 and 11–5, respectively), their mothers, and teachers. Each child responded to 4 cognitive tasks, predicted how he or she would perform on each task, made self-assessments of preferences and personality traits, and predicted the response of 2 peers to all of the measures. Both the child's mother and the child's teacher were shown the tasks and made similar predictions of the child's probable response. As in previous studies, mothers were above chance but far from perfect in predicting their children's cognitive performance and preferences and traits. Teachers were as accurate as mothers in judging cognitive abilities; they were less successful, however, on the preference and personality items. The children's predictions, whether for self or peers, were less accurate than those of the adults on all tasks. The accuracy of the mothers' predictions correlated positively with external measures of the child's cognitive performance. This finding is compatible with the Hunt "match hypothesis," although other bases for the correlations also exist.     

Phenomenological understanding of Black counselor education students at Predominately White Institutions,Historically Black Colleges and Universities,and Hispanic Serving Institutions

The experiences of Black counseling students at Predominantly White Institutions are well documented. Using a transcendental phenomenological environmental research design, we explored how 12 Black counselor education graduates experienced their respective institutions across three types of academic institutions—Predominantly White Institutions, Historically Black Colleges and Universities, and Hispanic Serving Institutions. Three salient themes emerged—(1) exposure, (2) real-life exposure, and (3) cultural oasis. The researchers also discussed implications for counselor education programs and future research.     

From Learning Beliefs to Achievement Among Chinese Immigrant and European American Preschool Children

Little research exists on how immigrant children develop their beliefs about school learning (BASLs) in their home and host cultures. We examined the BASLs and achievement children of Chinese immigrants’ (CCI) and European American (EA) children. We followed longitudinally 120 middle-class children from age 4 to 5, balanced for gender. Children heard two story beginnings depicting a child eager to attend school and another not. Children completed the stories and were tested for math and literacy achievement. We found seven BASLs. CCIs and EAs showed similar BASLs. Awareness of parental involvement and intellectual benefit consistently explained their achievement, with CCIs showing greater achievement. CCIs’ (but not EAs’) valuation of learning explained their net academic growth. Implications on CCIs’ development are discussed.     

Burden of Acting Neither White Nor Black: Asian American Identities and Achievement in Urban Schools

Ogbu’s theory of “burden of acting white” has been one of the most frequently cited studies to explain black and white achievement gap. However, emerging studies have argued that Ogbu’s theory may be limited when examining variability of school achievement among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks, and school context may play a significant role when accounting for minority students’ academic aspirations and achievement. In the midst of this on-going debate, however, there is a limited understanding of how, if at all, theory of “acting white” plays a role for racial groups other than black and white students. By extending the discussion beyond a black-and-white discourse, this research examines how Asian American students in two different social and economic contexts, negotiate their race and ethnic identities. Framed by a prevalent model minority stereotype that conflates Asian Americans with whiteness, the findings show that portrayal of Asian “success” much like black “failure” cannot be explained solely on their cultural orientation. By comparing experiences of two groups of Korean American students—both high- and low-achieving—in different economic and school contexts, this study illustrates how the two groups of Korean American students adopt different racial strategies depending on their socioeconomic backgrounds, peer networks, and school contexts. Using Korean American students in urban schools as a case study, this research complicates and challenges our understanding of the role of culture in school achievement and illustrates how culture intersects with class, race, and schools. Jamie Lew is an Assistant Professor in the Department of Urban Education, Rutgers University-Newark, 110 Warren Street, Newark, NY, 07102-1814, USA     

Academic Self-Perceptions and Academic Achievement in Chinese Children: A Multiwave Longitudinal Study

This study examined reciprocal contributions between academic self-perceptions and academic achievement. Data were collected each year in four consecutive years from a sample of children in China (initial N = 1,156; 581 boys; initial M_age = 9.33 years). Analyses using random intercept cross-lagged panel models revealed that the effects of academic achievement on self-perceptions tended to be more evident in lower grades and the effects of academic self-perceptions on achievement tended to be more evident in higher grades. Latent growth curve analyses showed that the initial level of academic self-perceptions and achievement moderated the growth of each other. The results indicate the contributions between academic self-perceptions and achievement that occur in a progressive cascading manner in Chinese children.     

Young,Depressed, and Black: A Comparative Exploration of Depressive Symptomatology Among Black and White Collegiate Women

This comparative study explored the rates of depression and psychosocial correlates for 369 collegiate White and Black females. Women between the ages of 18 and 25 were recruited to participate in this anonymous online survey. Black females reported significantly greater amounts of depressive symptomatology (M = 24.61) in comparison to the White females (M = 15.68), (F (1,377) = 61.434, p < .001). A series of Chi-square analyses indicated that Black women (52.3%) were also significantly more likely to meet criteria for major depression than White women (21.7%). These findings highlight the racial disparities in psychosocial health among college students.     

High-Active Children and Achievement Tests: A two-year follow-up

A two-year follow-up of 52 elementary school children indicated that in fourth grade, as in second grade, language ability, as measured by the WISC-R Vocabulary subtest, was more strongly related to Achievement Test scores among high-actives than among nonhigh-actives. High-active children of low-to-average language ability had significantly lower achievement test scores than nonhigh-actives, with significant decrement in scores in Reading subtest over the two-year period. On the other hand, high-actives of high language ability had scores only slightly lower than nonhigh-actives, with differences that did not reach significance. Discussion centers on implications for further research and for educational interventions for hyperactive children.     

Longitudinal links between spanking and children's externalizing behaviors in a national sample of White, Black, Hispanic, and Asian American families

This study examined whether the longitudinal links between mothers' use of spanking and children's externalizing behaviors are moderated by family race/ethnicity, as would be predicted by cultural normativeness theory, once mean differences in frequency of use are controlled. A nationally representative sample of White, Black, Hispanic, and Asian American families (n = 11,044) was used to test a cross-lagged path model from 5 to 8 years old. While race/ethnic differences were observed in the frequency of spanking, no differences were found in the associations of spanking and externalizing over time: Early spanking predicted increases in children's externalizing while early child externalizing elicited more spanking over time across all race/ethnic groups.     

Black and White

黑白颠倒、黑白分明、黑白混淆……黑与白一直都是一对难分难解的“弟兄”。英语中黑与白的用法有时候跟汉语的用法完全不同,下面我们就来看几个例子吧,顺便学习学习东西方文化的差异。与黑色有关的词语:call white black/call black white混淆是非black m oney黑钱(指来源不正     

英语小幽默

随着人类社会文化的发展与进步，缤纷的色彩不仅停留在人们的视觉上，而且也反映在人们的感情、意识、情绪和爱好等诸多方面。与此同时．在语言上也形成了大量与颜色有关的习语。     

Factors related to persistence among Asian,Black, Hispanic,and White undergraduates at a predominantly white university: Comparison between first and fourth year cohorts

This follow-up study of undergraduate student attrition at Indiana University makes it clear that there exist two different issues: (1) student attrition and the continuing high dropout rates among Blacks, Hispanics, and Native Americans on campus, and (2) the negative quality of campus life for ethnic minorities, including Asians, who have relatively low attrition rates and strong feelings of social alienation and dissatisfaction.Among Hispanic and White undergraduates these two issues seem closely interrelated: The least satisfied and most alienated students drop out whereas those who feel most satisfied and best adjusted or least alienated remain. Among Asian and Black undergraduates, however, the issues appear separate. Blacks and Asians in their fourth year on campus, the persisters, feel less satisfied and more socially alienated than do the Black and Asian students who have left the university.     

Effects of examiner familiarity on Black, Caucasian, and Hispanic children: a meta-analysis

This article presents a quantitative synthesis of examiner familiarity effects on Caucasian and minority students' test performance. Fourteen controlled studies were coded in terms of methodological quality (high vs. low) and race-ethnicity (Caucasian vs. Black and Hispanic). An analogue to analysis of variance conducted on weighted unbiased effect sizes indicated that examiner familiarity produced a significant effect, with Caucasian and minority examinees' test performance raised by .05 and .72 standard deviations, respectively. Examiner familiarity's differential effect on Caucasian and minority examinees did not interact with the methodological quality of the studies. Nevertheless, limitations of the extant data base require caution in drawing implications for assessment practice.     

High School Students' Beliefs About Maths,Mathematical Problem Solving,and Their Achievement in Maths: A cross-sectional study

The main aim of the study reported in this paper was to identify Italian high school students' ( n =599) beliefs about maths and mathematical problem solving by exploring the use of a 36-item (six scales) self-report questionnaire. The study was also aimed at analysing possible significant differences in beliefs related to grade (five years of school) and gender, as well as the relationship between beliefs and achievement in maths. Moreover, it explored the reasons underlying mature and nai¨ve beliefs about the different dimensions measured by the questionnaire. Results show a substantial replication of the instrument with the exception of one scale (importance of word problems) which was not reliable. A MANOVA revealed differences for three scales (ability to solve time consuming problems; problems which cannot solved by routine procedures; the usefulness of mathematics) related to grade and a difference for one scale related to gender (importance of understanding maths). It also emerged that the four scales mentioned predicted achievement in maths to different extents. Data regarding the reasons underlying students' beliefs show how their convictions are adaptive or maladaptive to learning. Finally, educational implications are drawn.     

Effects of Early Intervention on Intellectual and Academic Achievement: A Follow-up Study of Children from Low-Income Families

Follow-up data, obtained 4–7 years after intervention ended, are presented for the Carolina Abecedarian Project, an experimental study of early childhood educational intervention for children from poverty families. Subjects were randomly assigned to 1 of 4 intervention conditions: educational treatment from infancy through 3 years in public school (up to age 8); preschool treatment only (infancy to age 5); primary school treatment only (age 5–8 years), or an untreated control group. Positive effects of preschool treatment on intellectual development and academic achievement were maintained through age 12. School-age treatment alone was less effective. Results generally supported an intensity hypothesis in that scores on cognitive and academic achievement measures increased as duration of treatment increased.     

A Review of Get Out: On White Terror and the Black Body

This essay provides a review of Jordan Peele's film, Get Out. The author argues that Peele's Get Out illustrates the protracted terrorism that is whiteness and the concomitant objectification and utilization of the black body for white survival, accumulation, and pleasure. The film challenges those in education to consider how anti-blackness operates within schools and education policy. More specifically, those in education should challenge longstanding inequities that foreclose the presents and futures of black youth.