The purpose of this study is to explore the six attributes of the Resiliency for Academic Success Framework (2002) and the possible relationship to academic achievement among urban high school students with a focus on multiracial students. Trueba (2002) identified six resiliency traits for academic success in his framework: intelligent planning in the pursuit of major goals, delaying gratification for the sake of future rewards, willingness to learn a new language and culture, ability to appreciate and use family support during crises, ability to use multiple personal identities in the process of communicating with others, loyalty to school and family and the wisdom to pursue academic excellence with the love and support of teachers and parents, spiritual strength based on religious, cultural, and linguistic values. Academic achievement was measured by reading and math scores, which are mandatory assessments required for graduation in the state of Illinois. The study used quantitative research analyses: descriptive statistics, correlation, ANOVA, and regression. The sample included 521 students from five diverse high schools, but only 377 students from the five high schools had PSAE reading and math scores to correspond with completed surveys. The findings demonstrated that the multiracial students were not significantly different than other racial groups (Caucasian, African-Americans, Hispanics, and multiracial) in academic achievement. Multiracial students (N=85) in the study had similar levels with mean and standard deviation scores to Caucasian students (n=136). ANOVA demonstrated that differences existed between groups in PSAE reading, but no significant differences existed between racial groups in PSAE math. The regression analyses showed that all students (N=377) had the same three Resiliency for Academic Success factors (overall resiliency average, spiritual strength, and willingness to learn a new language and culture) that were predictive in reading and math PSAE. In addition, all students (N=377) showed that the Resiliency for Academic Success characteristic of ability to use family support during crises was predictive of math PSAE scores.
A QUANTITATIVE ANALYSIS OF RESILIENCY AND ACADEMIC ACHIEVEMENT AMONG MULTIRAC...Brett Burton
The purpose of this study is to explore the six attributes of the Resiliency for Academic Success framework and the possible relationship to academic achievement among urban high school students with a focus on multiracial students. Trueba identified six resiliency traits for academic success in his framework: intelligent planning in the pursuit of major goals, delaying gratification for the sake of future rewards, willingness to learn a new language and culture, ability to appreciate and use family support during crises, ability to use multiple personal identities in the process of communicating with others, loyalty to school and family and the wisdom to pursue academic excellence with the love and support of teachers and parents, and spiritual strength based on religious, cultural, and linguistic values. Academic achievement was measured by reading and math scores, which are mandatory assessments required for graduation in the state of Illinois. The study used quantitative research analyses: descriptive statistics, correlation, ANOVA, and regression. The sample included 521 students from five diverse high schools, but only 377 students from the five high schools had PSAE reading and math scores to correspond with completed surveys. The findings demonstrated that the multiracial students were not significantly different than other
racial groups (Caucasian, African-Americans, Hispanics, and multiracial) in academic achievement. Multiracial students (N=85) in the study had similar levels with mean and standard deviation scores to Caucasian students (n=136). ANOVA demonstrated that differences existed between groups in PSAE reading, but no significant differences existed between racial groups in PSAE math. The regression analyses showed that all students (N=377) had the same three Resiliency for Academic Success factors (overall resiliency average, Spiritual strength, and Willingness to learn a new language and culture) that were predictive in reading and math PSAE. In addition, all students (N=377) showed that the Resiliency for Academic Success characteristic of Ability to use family support during crises was predictive of math PSAE scores.
A QUANTITATIVE ANALYSIS OF RESILIENCY AND ACADEMIC ACHIEVEMENT AMONG MULTIRAC...Brett Burton
The purpose of this study is to explore the six attributes of the Resiliency for Academic Success framework and the possible relationship to academic achievement among urban high school students with a focus on multiracial students. Trueba identified six resiliency traits for academic success in his framework: intelligent planning in the pursuit of major goals, delaying gratification for the sake of future rewards, willingness to learn a new language and culture, ability to appreciate and use family support during crises, ability to use multiple personal identities in the process of communicating with others, loyalty to school and family and the wisdom to pursue academic excellence with the love and support of teachers and parents, and spiritual strength based on religious, cultural, and linguistic values. Academic achievement was measured by reading and math scores, which are mandatory assessments required for graduation in the state of Illinois. The study used quantitative research analyses: descriptive statistics, correlation, ANOVA, and regression. The sample included 521 students from five diverse high schools, but only 377 students from the five high schools had PSAE reading and math scores to correspond with completed surveys. The findings demonstrated that the multiracial students were not significantly different than other
racial groups (Caucasian, African-Americans, Hispanics, and multiracial) in academic achievement. Multiracial students (N=85) in the study had similar levels with mean and standard deviation scores to Caucasian students (n=136). ANOVA demonstrated that differences existed between groups in PSAE reading, but no significant differences existed between racial groups in PSAE math. The regression analyses showed that all students (N=377) had the same three Resiliency for Academic Success factors (overall resiliency average, Spiritual strength, and Willingness to learn a new language and culture) that were predictive in reading and math PSAE. In addition, all students (N=377) showed that the Resiliency for Academic Success characteristic of Ability to use family support during crises was predictive of math PSAE scores.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
Bartz, david e enhancing education for african american children nftej v...William Kritsonis
The United States is in a crisis regarding the ineffectiveness of PreK-12 education for African American children. Principals play a key role in alleviating this crisis through culturally responsive school leadership that includes critical self-reflection, consistently contributing to culturally responsive teaching and curriculum, promoting culturally responsive school environments, and engaging the community in culturally responsive ways. Teachers and significant others (parents/guardians, grandparents, family members, and siblings) in the daily lives of African American children, and community agencies must work collaboratively to enhance the cognitive and social psychological development of African American children.
Bartz, david e enhancing education for african american children nftej v27 n3...William Kritsonis
Dr. David E. Bartz, Professor Emeritus, Eastern Illinois University - published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD - Editor-in-Chief
Parents' Perceptions and Attitudes for Denying Bilingual Education by Dr. Mar...William Kritsonis
Parents' Perceptions and Attitudes for Denying Bilingual Education by Dr. Maria Hinojosa and Luz Elena Martinez - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Diversity in united states teacher education programs in literacy and reading...sa3sharm
The world is becoming increasingly more diverse in our nation’s classrooms. One critical aspect of respecting diversity as well as using it as a means to strengthen students’ educational experiences and academic outcomes is how the issue of diversity plays out in American teacher education programs in literacy and reading. International Reading Association’s (IRA) Committee on Learning Diversity has undertaken a national study to examine this issue.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
Bartz, david e enhancing education for african american children nftej v...William Kritsonis
The United States is in a crisis regarding the ineffectiveness of PreK-12 education for African American children. Principals play a key role in alleviating this crisis through culturally responsive school leadership that includes critical self-reflection, consistently contributing to culturally responsive teaching and curriculum, promoting culturally responsive school environments, and engaging the community in culturally responsive ways. Teachers and significant others (parents/guardians, grandparents, family members, and siblings) in the daily lives of African American children, and community agencies must work collaboratively to enhance the cognitive and social psychological development of African American children.
Bartz, david e enhancing education for african american children nftej v27 n3...William Kritsonis
Dr. David E. Bartz, Professor Emeritus, Eastern Illinois University - published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD - Editor-in-Chief
Parents' Perceptions and Attitudes for Denying Bilingual Education by Dr. Mar...William Kritsonis
Parents' Perceptions and Attitudes for Denying Bilingual Education by Dr. Maria Hinojosa and Luz Elena Martinez - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Diversity in united states teacher education programs in literacy and reading...sa3sharm
The world is becoming increasingly more diverse in our nation’s classrooms. One critical aspect of respecting diversity as well as using it as a means to strengthen students’ educational experiences and academic outcomes is how the issue of diversity plays out in American teacher education programs in literacy and reading. International Reading Association’s (IRA) Committee on Learning Diversity has undertaken a national study to examine this issue.
It Takes a Village: Building a Support System for Diversity AbroadCIEE
Racial/ethnic diversity in study abroad increased 10 percent from 2004 to 2014. Despite the increase, study abroad continues to fall low on students of color’s priority list. Irrespective of their rationale for not going, students of color continue to receive fewer messages that study abroad is worthwhile. To fill this gap, panelists in this session will argue that faculty involvement – particularly faculty of color– in the planning process and while on-site is imperative. The inclusion will allow students to see themselves reflected in study abroad programs and may increase the likelihood that students will participate. This session will feature multiple perspectives to demonstrate the important ways to utilize faculty in the effort to increase student of color participation.
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...suesharma
The world is becoming increasingly more diverse in our nation’s classrooms. One critical aspect of respecting diversity as well as using it as a means to strengthen students’ educational experiences and academic outcomes is how the issue of diversity plays out in American teacher education programs in literacy and reading. International Reading Association’s (IRA) Committee on Learning Diversity has undertaken a national study to examine this issue.
The Benefits of a Diverse Teaching Force 12 15-13Vic Nixon
Many school districts in Texas promote diversity in their mission statements. Some actually promote teacher diversity on their campuses. Is this done to be politically correct or are there actual measureable benefits for having diverse teachers in schools? This presentation explores the research-based reasons how a diverse teaching force is related to student achievement.
Reframing the Conversation: From Achievement Gap to Cultural DissonanceHelaine W. Marshall
Association of Teacher Educators Annual Conference, 2015: Advocating for the Silenced: The Educators’ Vocation. This presentation describes a culturally responsive teaching model that addresses three hallmarks of US mainstream classrooms that serve as "deal breakers" for many struggling English learners.
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Relevance of the research
Education Leadership
School Improvement in Urban High Schools
PSAE in the state of Illinois (ACT)
Multiracial Student Experience
Trueba’s (2002) Resiliency for Academic Success
Background of research
6 Components
Resiliency researchers have investigated the impact of protective
factors on the academic achievement of minority students, and
the results have varied among them (Benard, 1991; Smith &
Carlson, 1997;Werner and Smith, Trueba, 2002; Wasonga, 2004).
3. National Center for Educational Statistics (2019) student population has
become more diverse in 20 years
Diversity has presented challenges in U.S. Schools
NCES (2019) 26 point gap in 4th grade reading between Caucasian and African-
American
NCES (2019) 23 point gap in 4th grade reading between Caucasian and Hispanics
Achievement Gap: Carnoy and Garcia (2017) race continues to be a factor in
explaining the achievement gap
Lee (2008) achievement gap among minority students may have negative
lifetime consequences
Wallace (2004) multiracial children are minorities and their families are minority
families
Wardle (2001) early childhood program and school is one of the first places a
multiracial child experiences harassment and questioning of their identity
Statement of the problem
4. Multiracial
Family
Multiracial student experience
2011= 1.2% = all public school students in the United States
2018= 3.1% = all public school students in the United States
Choi, Harachi, Gillmore, and Catalano (2006): MinorityYouth Project-
sample size was 2,305 respondent from 2,777 multiracial= 454 or
20.6% were multiracial youths significantly more likely than all three
monoracial youth groups to have ever smoked, drink alcohol, and use
marijuana.
Quillian and Redd’s (2009) research found that multiracial students
attempting to bridge both races may experience frustration with
identity development.
Cooney and Radina’s (2000) research identified that multiracial
students have difficulty with identity formation, which may lead to a
lack of acceptance with peers or friends.
Educators remain perplexed in how to best meet the needs of
this unique student group.
8. Purpose of the
Study
The purpose of this study was to explore
the six attributes of the Resiliency for
Academic Success Framework (Trueba,
2002) and their relationship to academic
achievement among urban high school
students, with a focus on these outcomes
for multiracial students.
9. Research
Questions
RQ1: What are the levels of Resiliency for Academic Success factors and
academic achievement (PSAE Scores in Reading and Math) among
Caucasians,African-Americans, Hispanics, and multiracial urban high school
students?
RQ2: What is the relationship between Resiliency for Academic Success
factors and academic achievement (PSAE Scores in Reading and Math)
among Caucasians,African-Americans, Hispanics, and multiracial urban high
school students?
RQ3: Are there differences in Resiliency for Academic Success factors and
academic achievement (PSAE Scores in Reading and Math) among Caucasian,
African-American, Hispanic, and Multiracial urban high school students ?
RQ4: What Resiliency for Academic Success factors predict academic
achievement among urban high school students in each of the four racial
groups (Caucasian, African-American, Hispanic, and multiracial)?
11. Dr.Trueba’s
Resiliency for
Academic
Success
Framework
1. Intelligent Planning in the
pursuit of major goals,
delaying gratification for the
sake of future rewards
2. Willingness to
Learn a New
Language and Culture
3. Ability to Use Multiple Personal
Identities in the process of
communicating with others
4. Ability to
appreciate and
use family
support during
crises
6. Spiritual Strength based
on religious, cultural, and
linguistic values
5. Loyalty to school and family and the wisdom
to pursue academic excellence with the love and
support of teachers and parents
Resiliency for
Academic
Success
Assisted performance
and ZPD in the
discovery of the new
self through
resiliency
12. Number of Respondents Percent
Total population 377 100
Gender
Female 203 54
Male 174 46
Race – self-reported
Caucasian 136 36
African-American 31 8
Asian/Pacific Islander 18 5
Hispanic/Latino 82 22
2 or more races 85 23
Native-American 2 .004
14. Findings
Multiracial students were more similar on the six Resiliency for
Academic Success factors and PSAE reading and math scores
when compared to Caucasians
Significant positive linear relationships were found between
multiracial students’ PSAE mathematics scores and two of the
Resiliency for Academic Success factors: 1) ability to use family
support during crises (r=.308, p=0.05); and 2) loyalty to
family/school (r=.324, p=0.01).
Significant positive linear relationship was found between
multiracial students’ PSAE scores in reading and three of the
Resiliency for Academic Success factors: 1) willingness to learn
a new language and culture (r= .211, p= 0.05) and 2) ability to
use family support during crises (r=.277, p=0.05) and loyalty to
family school and the wisdom to pursue academic excellence
(r=.326, p=0.05).
15. Teachers and
School
Administrators
Ideas to
support
Create learning communities which support racial differences
among students
Refrain from “lumping” multiracial students in specific single racial
categories.. Don’t assume that students belong to one racial group
because of certain physical characteristics
Provide professional development to faculty on race and the
multiracial student experience (Wardle, 2001 & Root, 2003)
Integrate school projects in classrooms such as sharing family
trees by including visual artifacts for students to share
Seek out and use the increasing number of children's books
available that depict multiracialism in the classroom, acquire them
for the school library, and request that the local library purchase
them for family use.15
Leverage resiliency factor of family and increase parental
involvement
16. Suggestions
for Further
Study
Perform a mixed methods design study (Quantitative
and Qualitative)
Study a larger high school student population from
students located in inner city, magnet, charter, or
parochial schools
Examine student populations in other geographic
regions in the United States such as Los Angeles,
California; NewYork City, NewYork; Miami, Florida;
and Minneapolis, Minnesota
Focus on various multiracial combinations to delineate
any differences among students and achievement
17. Thank you… If you would like copies or additional information
about this study please see the contact information below.
Dr. Brett A. Burton, Assistant Professor
Xavier University
Education Administration
e-mail: burtonb4@Xavier.edu
(office): Hailstones Hall, Room 318. Phone: 513-745-4230.