The Achievement Gap: Roles, And Political Factors

1877 Words 8 Pages
Data on the topic of the achievement gap were collected such as political and societal factors. The political factors included such subsets as legislative decisions, voting, and getting the right representatives in place to make the students’ concerns known. The societal factors were advancements in technology, environment, and exposure to the wrong influences. However because content analysis was used, these topics were not discussed enough to emerge into a theme (Merriam, 2009). In laymen’s terminology, political and societal factors were mentioned as possible causes for the achievement gap, but were not mentioned enough to warrant rising to the level of a theme. The political factors included such subsets and representatives to make the …show more content…
According to the findings, the function of the village entails networking, involvement of experienced adults (i.e., a coach, grandmother), and someone who can provide tools/ resources pertaining to education. These people would be considered role models or coaches. The village members would also include businesses. These businesses would provide an apprentice-type relationship to the student by exposing them to various careers. One key element that the group expressed was “someone that really cares about the child.” This characteristic should be displayed within every role in the …show more content…
These advocacy roles endorse a sense of togetherness within the African American community. The manner in which the African American community believes in its efforts as a group reflects the meaning of Bandura’s social cognition theory of collective efficacy. Collective efficacy theory is “an emergent group-level property that embodies the coordinative and interactive dynamics of group functioning” (Bandura, 2002, p. 271). Bandura supported the idea that groups that work together and who share the same beliefs “influences the type of futures they seek to achieve through collective efforts, how well they use their resources; how much effort they put into their group endeavors; their staying power when collective efforts fail to produce quick results” (p. 271). Consequently, this study’s findings support this theoretical claim. It takes a collective effort, such as the village, to build up the African American students’ academic performance to close the achievement

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