Impact of learning orientation on African American children's attitudes toward high-achieving peers

American Journal of Psychology

Volumn 118, Issue 4, 2005, Pages 605-618

  Marryshow, Derrick ^a   Hurley, Eric A ^b   Allen, Brenda A ^c   Tyler, Kenneth M ^d   Wade Boykin, A ^a  

^a HOWARD UNIVERSITY   (United States)

^b UNIVERSITY OF MASSACHUSETTS   (United States)

^c BROWN UNIVERSITY   (United States)

^d UNIVERSITY OF KENTUCKY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84858524837     PISSN: 00029556     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (35)

1. Akbar, N. (1985). Our destiny: Authors of the scientific revolution. In H. McAdoo &J. McAdoo (Eds.), Black children (pp. 17-31). Beverly Hills, CA: Sage.
2. Allen, B. A., & Boykin, A. W. (1992). African-American children and the educational process: Alleviating cultural discontinuity through prescriptive pedagogy. School Psychology Review, 21(4), 586-596.
3. Allen, B. A., & Butler, L. (1996). The effects of music and movement opportunity on the analogical reasoning performance of African American and White school children. Journal of Black Psychology, 22(3), 316-328.
4. Bailey, C. T., & Boykin, A. W. (2001). The role of task variability and home contextual factors in the academic performance and task motivation of African American elementary school children. Journal of Negro Education, 70(1-2), 84-95.
5. Bailey, C., & Watson, S. (1994). Proactive Afro-cultural influences on the task performance of African American school children: The progression of the verve paradigm. Paper presented at the 26th Annual Convention of the Association of Black Psychologists, Philadelphia, PA.
6. Boykin, A. W. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (Ed.), The school achievement of minority children: New perspectives. Hillsdale, NJ: Erlbaum.
7. Boykin, A W. (1995). Culture matters in the psychosocial experiences of African Americans: Some conceptual, process, and practical considerations. Paper presented at the annual meeting of the American Psychological Association, New York.
8. Boykin, A. W., & Allen, B. A. (2000). Beyond deficit and difference: Psychological integrity in developmental research. In C. C. Yeakey & E. W. Gordon (Eds.), Producing knowledge, pursuing understanding. Greenwich, CT: JAI Press.
9. Boykin, A. W., & Allen, B. A. (2003). Cultural integrity and schooling outcomes of African American schoolchildren from low-income backgrounds. In P. Pufall & R. Undsworth (Eds.), Childhood revisited. New Brunswick, NJ: Rutgers University Press.
10. Boykin, A. W., Allen, B. A., & Davis, L. H. (1997). Task performance of Black and White children across levels of presentation variability. Journal of Psychology, 131 (4), 427-437.
11. Boykin, A. W., & Cunningham, R. (2001). The effects of movement expressiveness in story content and learning context on the analogical reasoning performance of African American children. Journal of Negro Education, 70(1-2), 72-83.
12. Boykin, A. W., Jagers, R. J., Ellison, C. M., & Albury, A. (1997). Communalism: Conceptualization and measurement of an Afro-cultural social orientation. Journal of Black Studies, 27(3), 409-418.
13. Boykin, A. W., & Toms, F. (1985). Black child socialization: A conceptual framework. In H. McAdoo &J. McAdoo (Eds.), Black children. Beverly Hills, CA: Sage.
14. Boykin, A. W., Albury, A., Tyler, K. M., Hurley, E. A., Bailey, G. T., & Miller, O. A. (in press). Culture-based perceptions of academic achievement among low-income elementary students. Cultural Diversity and Ethnic Minority Psychology.
15. Dill, E., & Boykin, A. W. (2000). The comparative influence of individual, peer tutoring, and communal learning contexts on the text-recall of African American children. Journal of Black Psychology, 26(1), 65-78.
16. Ellison, C., & Boykin, A. W. (1994). Comparing outcomes from differential cooperative and individualistic learning methods. Social Behavior and Personality, 22(1), 91-104.
17. Fordham, S. (1988). Racelessness as a strategy in Black students' school success: Pragmatic strategy or pyrrhic victory? Harvard Educational Review, 58, 54-84.
18. Fordham, S. (1999). Dissin' "the standard": Ebonics as guerrilla warfare at Capital High. Anthropology & Education Quarterly, 30(3), 272-293.
19. Hill, N. E. (1997). Does parenting differ based on social class?: African American women's perceived socialization for achievement. American Journal of Community Psychology, 25(5), 675-697.
20. Hurley, E. A. (1999). The interaction of culture with math achievement and group processes among African-American and European-American students. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
21. Hurley, E. A., Allen, B. A., & Boykin, A. W. (In press). Communal vs. individual learning of a math-estimation task: African American children and the culture of cooperative learning contexts. Journal of Psychology: Interdisciplinary and Applied.
22. Jagers, R. J. (1992). Attitudes toward academic interdependence and learning out-comes in two learning contexts. Journal of Negro Education, 61(4), 531-538.
23. Jagers, R., & Boykin, A. W. (1988). Family characteristics and psychological orientations among African-American college students. In J. McAdoo (Ed.), The twelfth conference on empirical research in Black psychology. Washington, DC: NIMH Publications.
24. Jagers, R.J., & Mock, L. O. (1995). The Communalism Scale and collectivistic-individualistic tendencies: Some preliminary findings. Journal of Black Psychology, 27(2), 153-167.
25. Martin, S. D. (1994). Children's attitudes and their parents' and peers' attitudes toward culturally diverse high achievers. Unpublished master's thesis, Howard University, Washington, DC.
26. Ogbu,J. U. (1986). The consequences of the American caste-system. In U. Neisser (Ed.), The school achievement of minority children: New perspectives. Hillsdale, NJ: Erlbaum.
27. Ogbu, J. U., & Simons, H. D. (1994). Cultural models of school achievement: A quantitative test of Ogbu's theory. (Project 12: Cultural models of literacy: A comparative study, Report No. 143.) Berkeley, CA: National Center for the Study of Writing and Literacy.
28. Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education. Anthropology & Education Quarterly, 29, 21-55.
29. Slavin, R. E., Hurley, E. A., & Chamberlain, A. M. (2001). Cooperative learning in schools. International Encyclopedia of the Social & Behavioral Sciences, 2756-2761.
30. Spence, J. T. (1985). Achievement American style: The rewards and cost of individualism. American Psychologist, 40, 1285-1294.
31. Stevenson, H. W., Chen, C., & Uttal, D. H. (1990). Beliefs and achievement: A study of Black, White, and Hispanic children. Child Development, Special Issue: Minority Children, 61(2), 508-523.
32. Triandis, H. C. (2001). Individualism and collectivism: Past, present, and future. In D. Matsumoto (Ed.), The handbook of culture and psychology (pp. 35-50). Oxford: Oxford University Press.
33. Tuck, K., & Boykin, A W. (1989). Task performance and receptiveness to variability in Black and White low-income children. In A. Harrison (Ed.), The eleventh conference on the empirical research in Black psychology. Washington, DC: NIMH.
34. Walton, S. (1997). Verve effects: The influence of cultural attributes, task variability, and background stimulation on the task performance of African American and European American children. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
35. Young, V. H. (1974). A Black American socialization pattern. American Ethnologist, 1(2), 405-413.