The authors studied more than 1 million Asian American and Pacific Islander (AAPI) and White seventh graders in a statewide California testing program between 2003 and 2008, examining their reading and math achievement. AAPI student performance is often reported as an aggregate in discussions of the success of schoolchildren and issues of racial and ethnic achievement gaps. The authors disaggregated the performance of 13 AAPI subgroups and found significant achievement gaps between White Americans and their AAPI peers in reading and math. The data refuted the premise of the model minority myth. The evidence indicated that AAPI students are diverse in their achievements and demonstrate a continuum of academic performance.
This paper describes how a university outreach program promotes
academic achievement and identity development among culturally diverse
tenth-grade students. The primary goal of the outreach program is to
advance students' engagement and competency in mathematics and science
learning. A secondary goal of the program is to promote the development
of students' academic and cultural identities. This paper describes how
a university outreach program meets both goals of advancing participants'
engagement and competence in mathematics and science while promoting the
development of their academic identity and cultural awareness through the
implementation of culturally responsive teaching practices. Qualitative
data collected through student interviews will be examined to illuminate
the program's effectiveness in promoting identity development and
achievement in math and science. In addition, outcome data from the
program's first four years (1998-2001) are presented to demonstrate its
effectiveness at enhancing participants' academic competencies.
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