Ghetto Schools Research Articles

Scenario for a Ghetto school system

Scenario for a Ghetto school system

Academic Success and Classroom Behavior in Secondary Schools

Described herein is the classroom functioning of 602 students attending eight different urban ghetto schools. Measurement of overt classroom behavior and its relation to achievement success or failure is presented and analyzed. A broad range of behaviors are assessed including levels of reasoning ability, verbal productivity, original and independent thinking, anxiety, rapport, obstreperousness, negativism, withdrawal, and expression of inability to cope with achievement demands. Norms for urban students are presented. No differences were found when the urban sample was compared with a surburban middle class sample for levels of reasoning ability, originality, or independence of thought. Students achieving poorly manifested failure with a variety of identifiable behavior patterns. It was concluded that this information is of value to teachers and mental health workers who wish to communicate about and effectively program for students with achievement difficulties at the high school level.

: Ghetto School . Gerald E. Levy.

: Ghetto School . Gerald E. Levy.

The Milieu of a Ghetto School as a Precipitator of Educational Failure

The Milieu of a Ghetto School as a Precipitator of Educational Failure

Ghetto School: Class Warfare in an Elementary School.

Ghetto School: Class Warfare in an Elementary School.

Literature in the Ghetto School

THE OTHER DAY I was asked by a harried administrator looking nervously over his shoulder (the community was gaining on him), But what is a good literature program for a ghetto school? A good question. After some thought and a quick review of ten years' teaching experience in ghetto schools, I would answer him this way: Quite simply, the most effective reading program for inner city adolescents is an integrated one. At the risk of being misunderstood, i.e., of being accused of using jargon or a clich6, let me set down by use of logic and example the guidelines for a good literature program. First, let us examine the basis on which

Blacks, Medical Schools, and Society

The aim of this book is to highlight the racially discriminatory practices that have led to an underrepresentation of blacks in American medicine, to argue for complete racial integration, and to describe methods of identifying and supporting the disadvantaged minority high school and college students capable of successfully completing medical school. However, in dealing with such broad issues, it is not clear to this reader which audience the author is addressing. In compiling data on blacks involved in medical training, Dr. Curtis notes that while blacks comprise more than 11% of the population, only 6% are enrolled in medical school. He argues for black representation in medicine to be at least equal to the percentage in the general population and that their training take place in integrated medical schools. In the author's experience, there is a large pool of talented blacks attending ghetto schools, but there are no programs to

A Career Development Program in the Chicago Public Schools

For the past three years the Chicago public schools have explored the area of career guidance for the elementary-school child in Grades 4 through 6. For two of these years I was privileged to work with the program in various capacities. In the summer of 1968, I worked with a group of four fourth-grade teachers and their classes in a ghetto school. Later, during the 1968-69 school year, I worked as a staff counselor at three schools in three culturally deprived communities. Still later, during the summer of 1969, I was a resource counselor and an acting staff assistant to the director of the program and co-ordinated activities in four summer schools scattered over

From ghetto school to college campus: Some discontinuities and continuities

This paper details some of the continuities and discontinuities encountered by black students who go from ghetto schools to predominantly white middle class colleges. Among the continuities they encounter are: ( a) lack of preparation on the part of white high school and college teachers for dealing with black young people, ( b) confusion on the part of teachers and administrators with regard to education and racial prejudice, and ( c) lack of black male teachers to serve as role models for black students. Among the discontinuities are the following: ( a) automatic promotion in the ghetto school as opposed to promotion on an academic basis in college, ( b) failure attributed to lack of ability and intelligence in the ghetto school as opposed to blame of failure on cultural deprivation, and ( c) school culture dominated by black majority and culture in the ghetto school versus college dominated by white majority and culture.

The Non-Black Teacher, Black Literature, and Black Students

is well-written, although as Kinnamon confesses, his heart is in the aspects of the field rather than in the problems of teaching black literature in so-called ghetto schools. It shows some insights-the most significant being his understanding of what happens when the school curriculum is controlled by paternalistic white liberalism (since no one admits to being a racist). His overall description concerning the history of benign neglect of black literature is adequate for the space and time he spends on it. Kinnamon mainly draws his strength from his scholarly interest, and this information is helpful for those who need it. However, the danger in his advice, to the would-be teacher of black literature, lies in the implied assumption that he himself understands the black revolution.

The development of effective courses of action for ghetto school children

The development of effective courses of action for ghetto school children

Guidance program for a ghetto school

High school students from the ghetto have special problems that often need more attention than mere talk. Many students lose all sense of personal motivation and worth, for example, due to overcrowded conditions or teacher conflicts in the school, or lack of money or parental guidance outside of school. To help students find concrete solutions to their problems, a new guidance program is suggested for the ghetto school, and the Center for Personal Advancement, now in effect at a Philadelphia high school, is offered as one example.

The White Professional Educators and the Black Ghetto Schools

The White Professional Educators and the Black Ghetto Schools

The Effects of Discrimination Upon Motivation and Achievement of Black Children in Urban Ghetto Schools

The Effects of Discrimination Upon Motivation and Achievement of Black Children in Urban Ghetto Schools

The Dynamics of School Integration: Problems and Approaches in a Northern City.

This case study of the attempt by one middlesized mid-western community to integrate its schools contributes very little to or understanding of the dynamic of school integration. The book combines most of the weaknesses of the case study method with few of its advantages, and has little or no scholarly value. There is no discussion of methodology, no in-depth investigation of the key elements of the particular case, and no comparative data from other cases. There are teachings on the evils of segregation, the need for integration, and the naive view that the solution of school integration problems depends on getting the right articles into the hands of the right people. . The book offers little for serious students of education, school integration, or public policy. It is, in fact, simply a recapitulation of some previous literature regarding the problems of ghetto schools and a superficial tracing of the history of the school integration issue in Community

Teacher Aide—A Job for Anyone in Our Ghetto Schools

Teacher Aide—A Job for Anyone in Our Ghetto Schools

Alternative Public School Systems

The author asserts that American public education suffers from "pervasive and persistent" inefficiency, particularly in the schools provided for Negro and other underprivileged children. After discussing the obstacles to "effective, nonracially constrained" education, the author proposes a strategy for providing excellent education in ghetto schools in conjunction with efforts to bring about effective school desegregation. Because the present patterns of public school organization are themselves a principal factor in inhibiting efforts to improve the quality of education,it will be necessary, he contends, to find "realistic, aggressive, and viable competitors"to the present public schools. The paper concludes with a discussion of alternatives to existing urban public school systems, including such possibilities as industrial demonstration schools and schools operated by the Department of Defense.

Why Ghetto School Teachers Fail

Why Ghetto School Teachers Fail

Like it is—pressures in a ghetto school

Like it is—pressures in a ghetto school

Halls of Darkness: In the Ghetto Schools

The author reflects on his experiences teaching in the ghetto schools of a large American city. Although the teachers, administrators, and students he describes are composite characters with no actual counterparts,their traits and attitudes are intended to be representative.