Lamonica Stewart AAMSSATTL

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Claflin University *

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492

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Psychology

Date

Dec 6, 2023

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Uploaded by tjdavis

African American Middle School Students Attitudes Towards Teaching and Learning Lamonica Stewart Claflin University HSSC-492 Senior Research FA 2023 Dr. Charles Pinckney

Abstract: This research study is a comprehensive review aims to examine the attitudes towards teaching and learning among African American middle school students. By analyzing existing research studies and the employment of a qualitative approach. This study seeks to provides valuable insights into the factors that influence these attitudes and their implications for academic achievement and educational outcomes. The qualitative approach is best suited for this study because it will afford the investigator to collect group data and information from focus group interviews and surveys (Creswell, 2017). The review explores the role of cultural, social, and environmental factors in shaping attitudes towards teaching and learning and identifies potential interventions and strategies to promote positive attitudes and improve educational experiences for African American middle school students. This study will include current students enrolled in a local middle school in Orangeburg South Carolina, as well as teacher who are employed by the school district. The main format for the conducting this study will include the incorporation of focus group interview with teachers, middle school administrator and middle school teachers.

Chapter One Introduction: Attitudes towards teaching and learning continues to play a crucial role in shaping students' academic engagement, motivation, and overall educational experiences. This study main goal is to focus specifically on African American middle school students, as they often face unique challenges and experiences that can influence their attitudes towards education (ref). By examining existing research, this review aims to shed light on the factors that shape these attitudes and their impact on academic achievement and educational outcomes. There are multiple factors that are influencing the overall attitudes towards teaching and learning. This important It explores the role of cultural identity, racial stereotypes, teacher-student relationships, family and community support, and school climate. Additionally, it examines the impact of socio-economic status, access to resources, and educational policies on shaping these attitudes. This study seeks to review and analyzes the key factors that influence the attitudes towards teaching and learning among African American middle school students. By exploring these factors, this study seeks to provide a comprehensive understanding of the complex interplay of these factors and their influence on students' attitudes towards teaching and learning. Helping students develop a positive attitude towards teaching and learning can have significant impact for positive academic success during the middle school years and beyond. The implications for academic achievement and educational outcomes among African American middle school students continues to present major challenges for teachers and administrators (Ref) . This study will also examine the relationship between positive attitudes, academic engagement, and achievement. It seeks to explore the potential consequences of negative attitudes, such as lower motivation, decreased self-efficacy, and disengagement from the educational process. The study seeks to highlight the importance of addressing these attitudes to promote academic success and improve educational outcomes for African American middle school students. To promote positive attitudes towards teaching and learning among African American middle school students, this study has identified potential interventions and strategies. These strategies include the acknowledgment of culturally responsive teaching practices, teacher- student relationships, and the inclusion of culturally relevant curriculum (Ref) . Additionally, this study will examine the role of family and community involvement, mentorship programs, and

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supportive school environments. Understanding effective approaches to connecting and teaching that can foster positive attitudes and enhance educational experiences for African American middle school students must be at the forefront of today’s educators. The overall attitudes towards teaching and learning can significantly impact the educational experiences and outcomes not just for African American middle school students, but all students in general. This comprehensive study will highlight the factors that shape these attitudes and their implications for academic achievement. By analyzing secondary research, that will be used to contribute to the lack of understanding of the complex interplay of cultural, social, and environmental factors in shaping attitudes towards teaching and learning. It also identifies potential interventions and strategies to promote positive attitudes and improve educational experiences for African American middle school students. Please use the highlighted aera to help focus on your focus group questions and survey question

Chapter Two Literature Review Challenges in teaching and learning for African American students continues to be a hot bottom topic among teachers, administrator, and parents. This study aims to explore and share light on the various difficulties that African American students often face in the context of teaching and learning. By examining existing research and literature, this study will provide insights into the various factors that contribute to these challenges. Understanding these challenges is crucial for developing effective strategies and interventions to address the unique needs of African American students and promote equitable educational experiences (Ref). One of the leading factors contributing to difficulties in teaching and learning are socioeconomic factors (Ref ). African American students are more likely to come from low-income households, which can result in limited access to resources, such as quality educational materials, technology, and extracurricular activities (Ref). These socioeconomic disparities can impact students' readiness to learn and academic performance. Another factor to consider is the impact of racial bias and stereotyping. African American students often face racial bias and stereotypes in educational settings, which can lead to lower expectations from teachers, biased disciplinary practices, and limited access to advanced coursework (Ref). These biases can negatively affect students' self-esteem, motivation, and engagement in the learning process. Many educators are cultural disconnected from African American student at all grade levels. The cultural disconnect between the school environment and the experiences of African American students can create barriers to effective teaching and learning (Ref). The overall academic and cultural curriculum may not adequately reflect their cultural backgrounds, experiences, and histories, leading to disengagement and a lack of relevance in the educational content. Another important factor is the lack of inadequate middle school teacher preparation. Teachers may lack the cultural competence and awareness necessary to effectively engage and support African American students (Ref). This can result in ineffective instructional strategies, a lack of understanding of students' cultural strengths, and limited ability to address the specific needs of these students. Inadequate teacher preparation will ultimately make it terribly difficult to Implement positive academic achievement and educational outcomes. The difficulties faced

by African American students in teaching and learning have significant implications for their academic achievement and educational outcomes. These challenges can contribute to lower academic performance, achievement gaps, higher dropout rates, and limited access to higher education. The negative impact on students' self-esteem, motivation, and engagement can hinder their overall educational experiences and future opportunities. Please complete this box with more literature review information

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Chapter Three Methodology This research study will be employed as a qualitative approach, with a key focus on collecting group data and information from focus group interviews and surveys (Creswell, 2017). To account for demographic factors, the research focused on both male and female middle school students, middle school teachers and administrator. The qualitative methodology will be the best method to use for this study. Both focus groups and survey interviews will be used to collect and analyze the data. The recruiting process will ensure that the potential participants will have informed consent. This will be accompanied by ethical considerations of keeping their social media activity confidential and for research purposes only.

Chapter 4 Chapter 5 .

Bibliography (Creswell, 2017) Howard, T. C. (2003). Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection. Theory Into Practice, 42(3), 195-202. Ladson-Billings, G. (1995). But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory Into Practice, 34(3), 159-165. Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3- 12. Osborne, J. W., & Walker, C. (2006). Stereotype Threat, Identification with Academics, and Withdrawal from School: Why the Most Successful African American Students Might Be Most at Risk. Educational Psychology, 26(4), 563-577. Noguera, P. A. (2008). The Trouble with Black Boys: And Other Reflections on Race, Equity, and the Future of Public Education. John Wiley & Sons. Ogbu, J. U. (2003). Black American Students in an Affluent Suburb: A Study of Academic Disengagement. Lawrence Erlbaum Associates. Steele, C. M. (1997). A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance. American Psychologist, 52(6), 613-629. Tyson, K. (2002). African American Students' Experiences with School Discipline. Urban Education, 37(4), 522-549. Valencia, R. R. (1997). The Evolution of Deficit Thinking: Educational Thought and Practice. Routledge. References: 1. 2.

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3. 4. Steele, C. M. (1997). A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance. American Psychologist, 52(6), 613-629. 5.

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