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Framing African American Students' Success and Failure in Urban Settings

A Typology for Change

Texas A&M University, chance.lewis{at}tamu.edu

Marlon James

Texas A&M University, mjames1{at}tamu.edu

Stephen Hancock

University of North Carolina at Charlotte, sdhancoc{at}email.uncc.edu

Valerie Hill-Jackson

Texas A&M University, vlhjackson{at}comcast.net

Grounded in critical race theory, this article seeks to frame the ideological positions of success and failure for African American students in urban school settings. First, we revisit national data and research literature that illustrate the ongoing urban Black—White achievement gap. Second, the Matrix of Achievement Paradigms is shared in an attempt to advance the conversation on African American students' achievement. It provides a serviceable organizational tool for framing African American students' success and failure. Finally, we bridge rhetoric with practical ideas for stakeholders by providing recommendations for closing the achievement gap in urban settings.

Key Words: academic achievement • urban education • African Americans • Black education

Urban Education, Vol. 43, No. 2, 127-153 (2008)
DOI: 10.1177/0042085907312315


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