Black Students Perceptions Of The Integrated School Environment Microform How Do The Students Fee A Study Of Black Students In Halifax Nova Scotia

This study explored how Black students attending an urban high school described Math and English teachers’ strategies that elicit emotional, behavioral, and cognitive engagement in the classroom. A qualitative descriptive study utilizing a thematic analysis methodology, with a purposeful sample consisting of six Black students from an urban high school, was used for this research study. Through interviews and focus groups, the study gained valuable descriptions from Black students' perceptions regarding teacher strategies, including three dimensions of emotional, behavioral, and cognitive engagement. The study's findings emerged eight themes in the form of teacher strategies as follows: Caring Teacher Learning, Humor in the Classroom, Interactive Demonstration Learning, Individualized Learning, Automated Assisted Learning, Cooperative Learning, Active learning through Questioning, and Real-Life Learning. The teacher strategies of Caring Teacher Learning and Humor in the classroom reflected emotional engagement. Classroom behavioral engagement was represented by the identified themes of Interactive Demonstration Learning, Individualized Learning, Automated Assisted Learning, and Cooperative learning. These themes were supported by responses that illustrated dedicated time for student responses and feedback, addressing the issue of assignments lacking meaning, and recognizing students as essential contributors to lesson development were key aspects highlighted by the participants. Regarding cognitive engagement, the study identified themes included Active learning through questioning and Real-life Connections. These were supported by descriptions that described well-prepared lesson materials incorporating probing questions and opportunities for real-life application that promote cognitive engagement among Black students. This study contributes valuable insights into the teacher strategies that foster emotional, behavioral, and cognitive engagement among Black students in an urban high school classroom. Teachers can enhance student engagement and learning outcomes by nurturing positive relationships, utilizing effective instructional techniques, and incorporating real-life connections. This study acknowledges its limitations, which included small sample size and the focus on a single school location. Future research is recommended to involve a larger and more diverse group of Black students and to delve deeper into specific teacher strategies that promote engagement. Additionally, it would be beneficial to study each dimension of emotional, behavioral, and cognitive engagement independently, as they pertain specifically to the engagement of Black students. By addressing these recommendations, educators and researchers can advance their understanding and develop evidence-based practices that support the success of Black students in the classroom. This study informs that by utilizing the Black student voice to understand and implement effective teacher strategies that foster emotional, behavioral, and cognitive engagement, educators can create inclusive and equitable learning environments that may close the present achievement gap.

Given the extent of this phenomenon, the drop out problem represents a major failure of the higher educational system, affecting not just the individual or the Black community in particular but the society at large and indeed the country as a whole. Dropping out represents a major loss of financial and personal investment of time and resources for Black students. Also included are recommendations for drop out prevention. The study utilizes an anti-racist education framework that focuses on the lived experiences of minorities in terms of racism and social oppression. Seventeen Black youth volunteered to participate in the study. Using semi-structured interviews, information was elicited that provides insights into how schooling and education function to disengage some students. Findings reveal that many factors impact the decision to drop out. These factors include finances, socio-economic status, parental involvement, teaching, learning, academic preparedness, and administration of education. Race although not clearly identified by most participants as a factor is still considered a serious issue worth pursuing by the researcher. The students' narratives are presented, providing valuables insights into the thinking of those who drop out. A considerable body of research has been devoted to finding out why students drop out of college and how they can be prevented from doing so. This study explores the reasons why Black students in Toronto drop out of college. The major objectives of this study were to isolate and identify factors related to drop out behavior, to examine the perception that Black students have about dropping out and to develop some preliminary ideas regarding what can be done to minimize attrition behavior, especially among Black students.