A comprehensive examination of the perception of students of color of their ninth-grade academy experience

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jimmy Ako Barnes (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Ulrich Reitzug

Abstract: Literature suggests that the effective implementation of the freshman academy promotes positive achievement outcomes for students of color. This study examined the perceptions of freshmen students of color who attended a ninth-grade academy in a racially diverse high school in North Carolina. The intent of the study was to provide educators with insight into how race and ethnicity play a factor in the educational experiences of ninth-grade students of color and to determine if there are patterns or characteristics in their experiences. The study provides insight about programs and practices which may lead to improved educational experiences for students of color and result in higher student achievement and a decrease in the dropout rate. From a socio-cultural perspective and through the theoretical framework of Critical Race Theory, when a student's social and cultural capital works cohesively with the capital within the context of the school, it promotes academic achievement.

Additional Information

Language: English
Date: 2012
Students of Color, High school freshman, Critical Race Theory
Minority high school students $z North Carolina $x Attitudes
High school freshmen $z North Carolina $x Attitudes
Minorities $x Education (Secondary) $z North Carolina
Academic achievement $z North Carolina
North Carolina $x Race relations

Email this document to