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100			_aSmith, Annie K. _956156
245			_aMetacognitive Knowledge, Skills, and Awareness: _bA Possible Solution to Enhancing Academic Achievement in African American Adolescents/
260			_bSage, _c2020.
300			_aVol 55, Issue 4, 2020( 625–639 p.)
520			_aThe resegregation of public schools in the United States continues to place African American students at an academic disadvantage with—oftentimes—limited educational resources and fewer qualified teachers. Providing African American students with skills and strategies to succeed has never been more urgent. Metacognition, often defined simply as “thinking about thinking,” is a construct and process that may explain how students can improve and control their thinking and learning. Given the educational inequality African American students often face, providing strategies—with which they have control—may help empower students to better navigate and make the best of their daily academic experiences and environment composed of limited physical and human resources. Toward this end, recent research on metacognition looks promising and may be one viable option to enhance academic achievement among students. In this article, we consider three related areas that inform African American youth educational experiences: (a) the history of the educational context which African American youth have long faced, (b) the laws that have historically and currently buttress and inform the educational landscape for African American youth, and (c) one potential solution (i.e., metacognitive knowledge, skills, and awareness) to reduce or ameliorate some of the problems outlined in the history and laws that have been implicated in the low levels of academic achievement among some African American youth. Following the review of these related literature bases, we offer recommendations on how the extant literature bases may inform directions for future research that is focused on metacognition and that is ethically and culturally responsive.
700			_aBlack, Sheila _956157
700			_aHooper, Lisa M. _956158
773	0		_010959 _916913 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085917714511
942			_2ddc _cEJR
999			_c13934 _d13934