The Myth of Socio-Economic Dissonance: Implications for African-American Exceptional Students.
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| Title: | The Myth of Socio-Economic Dissonance: Implications for African-American Exceptional Students. |
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| Language: | English |
| Authors: | Obiakor, Festus E. |
| Peer Reviewed: | N |
| Page Count: | 16 |
| Publication Date: | 1992 |
| Intended Audience: | Practitioners |
| Document Type: | Speeches/Meeting Papers Opinion Papers |
| Descriptors: | Academic Achievement, Black Students, Curriculum Development, Disadvantaged Youth, Elementary Secondary Education, Family Environment, Handicap Identification, Low Income Groups, Poverty, Self Fulfilling Prophecies, Socioeconomic Influences, Special Needs Students, Student Evaluation, Teacher Expectations of Students, Teacher Student Relationship, Teaching Methods |
| Abstract: | This paper addresses the myth of socioeconomic dissonance and its effects on the identification, assessment, placement, and instruction of African-American students with special needs. Socioeconomic status is seen to predetermine the academic success and survival of African-American students. The paper looks at the politics of "poverty," the school and the "poverty" construct, and the power of negative expectations. Nontraditional identification, assessment, and instructional strategies are recommended. Educators are urged to deemphasize the family environment and low socioeconomic background of these students and instead provide caring environments, relevant curricula, and disciplinary measures that involve students. (Contains 34 references.) (DB) |
| Entry Date: | 1993 |
| Accession Number: | ED352756 |
| Database: | ERIC |
| Abstract: | This paper addresses the myth of socioeconomic dissonance and its effects on the identification, assessment, placement, and instruction of African-American students with special needs. Socioeconomic status is seen to predetermine the academic success and survival of African-American students. The paper looks at the politics of "poverty," the school and the "poverty" construct, and the power of negative expectations. Nontraditional identification, assessment, and instructional strategies are recommended. Educators are urged to deemphasize the family environment and low socioeconomic background of these students and instead provide caring environments, relevant curricula, and disciplinary measures that involve students. (Contains 34 references.) (DB) |
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