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Author: Brettjet Lyn Cody Publisher: ISBN: Category : Languages : en Pages : 110
Book Description
The purpose of the present study is to investigate whether feelings of school connectedness or educational value moderate the effect of cultural mistrust on academic achievement. It is hypothesized that the positive influence of school connectedness and educational value will protect against the potential negative impact of cultural mistrust on academic success. Multiple regression analysis will be used to analyze a model predicting academic achievement among African American middle school students based on their level of cultural mistrust, school connectedness, and educational value. Implications for educational programming and practice include early detection of students higher in cultural mistrust to prevent later academic disparities, recruitment of African American role models that allow for students to view that there are positive realistic outcomes, and finally foster positive interactions with school personal.
Author: Brettjet Lyn Cody Publisher: ISBN: Category : Languages : en Pages : 110
Book Description
The purpose of the present study is to investigate whether feelings of school connectedness or educational value moderate the effect of cultural mistrust on academic achievement. It is hypothesized that the positive influence of school connectedness and educational value will protect against the potential negative impact of cultural mistrust on academic success. Multiple regression analysis will be used to analyze a model predicting academic achievement among African American middle school students based on their level of cultural mistrust, school connectedness, and educational value. Implications for educational programming and practice include early detection of students higher in cultural mistrust to prevent later academic disparities, recruitment of African American role models that allow for students to view that there are positive realistic outcomes, and finally foster positive interactions with school personal.
Author: Brettjet Lyn Cody Publisher: ISBN: Category : Languages : en Pages : 140
Book Description
Research indicates that cultural mistrust can have negative impact on academic attitudes and outcomes for Black American students. However, few studies have specifically investigated the role that cultural mistrust has on student's academic self-concept, or perceptions of their academic abilities. Further, no study has explored to what degree student's perceptions of interpersonal relationships with faculty can impact the link between cultural mistrust and academic outcomes. The purpose of the present study was to investigate the impact of cultural mistrust in education and training and interpersonal relationships on academic self-concept in a population of undergraduate Black American students enrolled at a predominately white university. Secondarily, the study sought to examine whether aspects of student-professor interaction, specifically faculty approachability, caring attitude, and connection, mediate or moderate the effect of cultural mistrust on academic self-concept. Results of this study show that faculty approachability and caring attitude mediate the effect of the interpersonal relationships sub domain on academic self-concept. Student-professor interaction did not moderate the relationship between cultural mistrust and academic self-concept. Results support the need to facilitate and encourage positive student-faculty interactions with Black American university students. Perhaps mentoring initiatives could aim to foster positive interactions with students and promote the recruitment and retention efforts of African American faculty members.
Author: Yamanda Fay Wright Publisher: ISBN: Category : Languages : en Pages : 202
Book Description
New evidence suggests that African American children's mistrust of European American teachers plays a role in sustaining racial achievement gaps. However, racial mistrust may also play a protective role for stigmatized children by facilitating perceptions of discrimination in the event that they encounter racially biased feedback. The present study investigated the relations among African American children's racial mistrust, perceptions of discrimination, and academic achievement. Participants included 67 elementary school-age children (ages 6-11 years) who completed two lab sessions assessing their mistrust of European American teachers, attributions to discrimination during a mock drawing contest designed to appear racially biased, and semester grades. I predicted that racial mistrust (1) is present among many African American children at the beginning of formal education, (2) predicts perceptions of discrimination, and (3) shows a quadratic relationship to African American children's academic achievement, such that extreme (very high and very low) levels are associated with negative academic outcomes, whereas moderate levels are associated with positive academic outcomes. Contrary to expectations, results showed that African American children expect European American teachers to be biased in favor of African Americans. Specifically, African American children expect European American teachers to show more warmth than punitiveness across their interactions with African American and European American students, but they expect the warm-punitive differential to be even more pronounced with African American students. In addition, young African American children appear highly unlikely to attribute negative feedback from European American teachers to racial discrimination, even when such a bias appears likely. Finally, neither the expectation of racial bias nor perceptions of racial discrimination predicted African American children's academic outcomes in this study. The implications and limitations of these findings are discussed in the concluding chapter.
Author: Nadine M. Finigan-Carr Publisher: CRC Press ISBN: 1315350297 Category : Business & Economics Languages : en Pages : 162
Book Description
The linkages between a student’s health and a student’s ability to learn have been well established. Children who are sick stay home; and, children at home cannot learn if they are not in school leading to increased dropout rates among other educational outcomes. However, an understanding of this concept is just the beginning of understanding how education and public health are inextricably linked. ? In light of this, Linking Health and Education for African American Students’ Success examines health disparities and education inequities simultaneously and moves beyond a basic understanding of health and education in K-12 school programs. The structural inequalities which lead to reduced academic attainment mirror the social determinants of health. Education is one of the most powerful determinants of health, and disparities in educational achievement as a result of structural inequalities closely track disparities in health. These disparities lead to both sub-standard healthcare and reduced academic attainment among children from underserved minorities in the United States, especially African Americans. ? This book discusses how this may result in children with poorer mental health outcomes; higher school dropout rates; increased risks of arrests and incarceration; higher rates of chronic diseases and mortality; and overall diminished opportunities for success, while providing suggestions as to how to address these issues. This results in an insightful read for researchers, academics and practitioners in the fields of healthcare and education.
Author: Tenah Kuah Acquaye Hunt Publisher: ISBN: Category : Languages : en Pages : 286
Book Description
Due to the largely deficit-based literature, more is known about why African American youth fail compared to why they succeed. In contrast, this dissertation is framed around the role of cultural socialization and racial identity in promoting positive academic outcomes for African American youth. In the first paper, I hypothesized that associations between 11th grade parental cultural socialization messages and adolescent academic outcomes (educational aspirations and expectations, educational utility beliefs, and grades) were primarily mediated by the adolescents own racial centrality and private regard. Results indicated that private regard, in particular, acted as a mediator in the association between parental cultural socialization messages and positive academic outcomes. Moreover, the significant association between parental cultural socialization and private regard was only found for adolescents attending schools providing high levels of cultural socialization. In the second paper, I examined associations between parental cultural socialization received by African American youth in 11th grade and three components of their racial identity (centrality, private regard, and public regard) in early adulthood. Findings revealed that parents were more likely to report engaging in cultural socialization messages than youth reported them doing so, and both youth and parent reports of parental cultural socialization practices were found to be more prevalent in families with higher socioeconomic advantage compared to other families. Parents own racial centrality, public regard and racial pride significantly predicted whether parents provide cultural socialization messages to their child. Additionally, parent-reported cultural socialization predicted youths' reports, but only youth reports (and not parental reports) prospectively predicted their early adulthood racial identity components. My third paper examined whether associations of African American students' centrality and private regard during the first year of college with their perceived academic self-efficacy and their likelihood of transferring to a different college were moderated by perceptions of their college's racial climate. Contrary to prior research, I did not find evidence that the association between student racial identity and academic adjustment varied by perceptions of college racial climate. Rather, I found that private regard was associated with a lower likelihood of transferring to a new college, regardless of the college racial climate.
Author: Bobby Allen, Ed.D. Publisher: Lulu.com ISBN: 1312060026 Category : Education Languages : en Pages : 128
Book Description
This mixed-methods study of 157 disadvantaged African-American students and six teachers investigated the effectiveness of an after-school tutoring program in improving students' grades. The reading, English language arts and mathematics grades of student participants were compared using independent t-tests and analysis of variance. The grades of participants were also compared to corresponding grades of non-participants. Results showed significant benefits in all areas. The author asserts that there exists a better way to educate African-American students and assure greater academic success.
Author: Brettjet Lyn Cody
Author: Brettjet Lyn Cody
Author: Brettjet Lyn Cody
Author: Yamanda Fay Wright
Author: Danny E. Williams
Author: Telly Savalas Brannon
Author: Nadine M. Finigan-Carr
Author: Tenah Kuah Acquaye Hunt
Author: Bobby Allen, Ed.D.
Author: Gregg Scott Taliaferro
Author: Melvina Alexis Chase