The academic achievement of minority students : perspectives, practices, and prescriptions /

Contributors to this volume edited by Sheila Gregory (Univ. of Memphis) focus on methods to improve the academic achievement of minority students. Section 1 examines factors causing the successes of high-achieving African American students to decline in high school, observes how Mexican American parents sustain parental involvement through high school, analyzes the relationship between math self-concept and math achievement in Asian students, shows how hope transcends the fear of school transition in African American students, and points to school characteristics that make students feel nurtured. Section 2 discusses self-esteem in four Asian groups, two educational interventions, the lack of educational attainment of Latinos, and differences in the high and low achievement of college-bound African American adolescents. Section 3 examines the impact of teacher attitudes on student success, introduces a research-based model providing practical ideas that increase persistence of students, develops strategies for improving learning opportunities for Latinos, demonstrates how African American students' belief in themselves contributes to their success, and explores a new academic skill-based program for at-risk community college students. See also James P. Comer's School Power, Implications of an Intervention Project (1995). Recommended for professionals, practitioners, and policy makers. N. L. Arnez; Howard University