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Dissertations / Theses on the topic 'Academic success of African-American students in poverty'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Gant, Monica Minor. "Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275159007.

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2

Smith, La Toya Bianca. "PREDICTORS OF ACADEMIC SUCCESS AMONG AFRICAN AMERICAN COLLEGE STUDENTS." UKnowledge, 2014. http://uknowledge.uky.edu/edp_etds/24.

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African American students are graduating from high school and enrolling in higher educational institutions at greater rates than in previous years (U.S. Department of Education, 2009). Yet, they have not achieved the same level of academic success as their racial counterparts (American Council on Education, 2010; Ross, 2012). Ultimately, this disparity has resulted in only 17.7% of the African American population 25 years of age and older having at least a Bachelor’s degree (U.S. Department of Commerce, 2012). Many researchers have employed comparative study designs to explore this disparity.

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3

Swanson, Alexis C. "Factors that contribute to the academic success of African American males: Perceptions of African American male high school students." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618560.

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Much of the literature dedicated to the academic achievement of African American males focuses on failure, obstacles, negative influences and explanations of factors that negatively impact their academic success. This qualitative research study provided an opportunity for African American male students at the high school level to articulate their experiences and speak to the factors that they perceived as contributing to their academic success. The constructs of identity and cultural capital were offered by this researcher as a conceptual framework into the insight of factors that impacted the

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4

Howard, Demarius J. "An American Public High School Ethnographic Study| Effectively Preparing African American Male Students for Academic Success." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734191.

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<p> The purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had be

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5

Wood, Osie Leon Jr. "Family Support Factors in African American Families That Promote Academic Achievement for Male Middle-School Students." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/37.

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One of the most consistently reported challenges in the education literature is the underachievement of African American males at all levels of the education pipeline - from elementary and secondary schools through to postsecondary education. African American boys are falling behind and they are falling behind early. This research focuses on resources within the home environment that are available to support the educational achievement of African American boys. There are a number of mechanisms through which parental involvement in the home and at school may promote academic success that are be

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6

Daugherty-Brown, Yvette N. "An Exploration of African American Male College Students’ Perceptions of Factors that Contribute to Their Academic Success." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1465825349.

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7

Foster, Kevin Michael. "Success on whose terms? : academic achievement and status production among Black students on a predominantly white university campus /." UMI Company copy, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008327.

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8

Jett, Christopher Charlie. "African American Men and College Mathematics: Gaining Access and Attaining Success." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/msit_diss/44/.

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Thesis (Ph. D.)--Georgia State University, 2009.<br>Title from title page (Digital Archive@GSU, viewed June 25, 2010) David W. Stinson, committee chair; Joyce E. King, Brian A. Williams, Lou E. Matthews, committee members. Includes bibliographical references (p. 237-253).

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9

Rose, Valija Cynthia. "Predicting success: Academic potential and talent development factors among Black and White students." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154157.

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10

Cumberbatch-Smith, Rohan. "School factors that contribute to the academic success of African American boys in an urban elementary school." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79520.

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The issues regarding the lack of academic progress of African American boys prompted Garibaldi (2007) to declare that the African American male continues to fall behind all racial groups, even his female counterpart, on educational performance measures or assessments and in graduation rates. Davis (2009) stated that the literature regarding the academic experiences of elementary aged African American boys in an urban school setting is rather sparse. With the knowledge that the African American male is falling behind his female counterpart, what can we do to ensure that we begin to look at the

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11

Boatman, Marcia. "Academically Resilient Minority Doctoral Students Who Experienced Poverty and Parental Substance Abuse." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/133.

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There is a lack of research on the academic resilience of minority, first-generation, online doctoral students (MFOD) who experienced poverty and parental substance abuse (PSA). The purpose of this study was to explore how MFOD who overcame poverty and PSA developed academic resilience. Resilience theory and Kember's model of attrition in online programs provided a conceptual framework for this study. The research questions guiding this qualitative study concerned how MFOD perceive and interpret their academic resilience and protective factors. A purposeful sample of 6 students participated in

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12

Harper, Jean M. "Perceptions of Factors Associated With Academic Success Among African American Students on Four Predominantly White Campuses in Northeast Tennessee." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2918.

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The purpose of this study was to investigate the relationships between the perceptions of successful African American sophomore students and their adjustment to academic success at predominantly White colleges and universities. Twenty African American sophomore females and twenty African American sophomore males from two predominantly White community colleges and two predominantly White universities participated in the study. Each subject completed a demographic survey and participated in an interview. Results indicated that both the attitudes of African America

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13

Ponder, Rochelle. "Equal But Separate: The Disproportionate Representation of African American Students in Special Education." ScholarWorks, 2016. http://moderndayconductors.com/equal-but-separate/.

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African American students are 4 times more likely to be placed in special education than are their European American peers. The purpose of the study was to determine whether the application of professional development (PD) would change teachers' attitudes toward African American students who were achieving below grade level. Teachers in one school district received PD; the teachers in a separate school district did not receive PD. Bandura's social learning theory and Kunjufu's Afrocentric curriculum served as the theoretical framework. A preexperimental design and a static group comparison wer

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14

Reini, Eric W. "EXAMINING DIFFERENT SCHOOL STRUCTURES’ EFFECT ON REDUCING THE ACHIEVEMENT GAP BETWEEN AFRICAN-AMERICAN AND WHITE STUDENTS." Cedarville University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1083849558.

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15

Taylor, Timothy L. "Academic success of at-risk African American male students who receive culturally relevant teaching, college readiness preparation, and mentorship." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124222.

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<p> This quantitative study analyzed archival data to determine whether a significant difference existed in the reading comprehension scores and student success (enrollment in honors and or advanced placement classes and college after graduation) of at-risk African American male students who received Advancement via Individual Determination/African American Male Initiative (AVID/AAMI) learning modalities and those who did not. The sample consisted of 134 at-risk African American male students from a California school district. A descriptive comparative research design provided effectiveness in

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16

Harris, Phillip D. "The Influence Mentoring Has on the Persistence of Academically Successful African American Males Who Are Juniors or Seniors at a Public, Predominantly White Institution." Connect to resource online, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198784662.

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17

Caldwell, Taisha L. "CULTURE COUNTS: IMPROVING NON-COGNITIVE ASSESSMENT FOR PREDICTING RETENTION AND ACADEMIC SUCCESS IN A SAMPLE OF AFRICAN AMERICAN COLLEGE STUDENTS." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/219.

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The aim of the current study was to explore the effects of non-cognitive variables in predicting GPA, institutional commitment, and retention in a sample of African American college students. Specifically, the researcher examined the validity in measuring and utilizing culture specific factors in identifying and intervening with first-year college students. Participants were given measures of positive self-concept, cultural mistrust, cultural congruity, managing discrimination, seeking help, educational value, and financial preparation in addition to a standard measure of non-cognitive predict

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18

Vong, Trung. "A Systematic Review of Research on Successful African American Students in Mathematics: Implications for Seminole High School." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6378.

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The purpose of this study was to synthesize the counter-narratives of mathematically successful African American students. The gap in educational achievement between African American and White students is well documented in the United States, especially in mathematics education. Although Florida Comprehensive Assessment Test scores have increased for both groups at Seminole High School, the gap has remained over 30% for nearly a decade. Most research on this topic has focused on the reasons why African American students fail to achieve. Various individual, social, and organizational factors ha

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19

George, Terrance Christopher. "Perceptions of African-American Males on Retention: Two Focus Groups." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1086.

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The intent of this study was to identify the issues that impact the retention of African-American, Black males in college. The study was of two small focus groups comprised of African-American students of various grade classifications from a regional comprehensive university in the southeast. These focus groups were comprised of up to but no more than six students. The decision on the group size was made to allow all of the students’ ample opportunity to respond to the eight questions used in the focus groups. The student groups attended the university main campus as well as the university Sou

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20

Finau, Lynette Suliana Sikahema. "Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629127636689077.

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21

Heath, Ian G. "Separate and unequal: a comparative study on the impact of desegregation on the academic success of African-American students in Philadelphia and Dekalb county, Georgia: 1954-present." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2011. http://digitalcommons.auctr.edu/dissertations/295.

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This study examines how the American educational system has affected African American students and institutions since desegregation. The research is designed as a comparative study. It analyzes and interprets data relating to the success and hardships experienced by African-American students and teachers in educational institutions. Historical information was used to chronicle the policies and factors which contributed to the status of African Americans in the American educational system. Data was collected from both urban and suburban school systems. Results were compared then analyzed in ord

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22

Arthur, Charika. "Minority Initiatives and the Engagement Experiences of Black Male College Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2597.

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Black males complete college at a lower rate than do all ethnic minority groups in the United States. Many universities have developed programs to improve educational outcomes for Black males, yet graduation rates remain low. The purpose of this study was to explore the engagement experiences of Black male college graduates who participated in the African American Male Initiative, a successful program developed by the University Systems of Georgia. The organizational learning theory was used to address how an academic institution can work collectively to adapt to changes that occur within the

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23

Pearson, Phyllis Findley. "Beyond High School Readiness in the 21st Century: A Multi-Case Study of the Perspectives of African American High School Students in Accelerated Learning Programs and Their Experiences of Success in Terms of Efficacy, Ethnicity, and Future Aspirations." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/542.

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Secondary Education reform efforts have focused on perpetual achievement gaps for more than a decade, highlighting the essence of state level standardized test scores in reading and math, among diverse student groups in relation to their white peers. The reauthorization of ESEA (2013), is a reform effort described as the Student Success Act, whereby the expectation of student success is described in terms of all students graduating from high school, both college and career ready. The concept of no child left behind remains at the base of the law, which designates federal funds for education pr

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24

Johnson, Alanna. "An Ethnographic Study of Socio-Emotional Factors In Interpersonal Peer Relationships and Their Impact on the Academic Success of African American High School Students in Mathematics." 2014. http://scholarworks.gsu.edu/mse_diss/2.

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Nationally, the outlook for African Americans in K-12 education is dismal. While gains are being made, African Americans still lag behind their White peers. The latest reports by the National Center for Education Statistics (2009) show a 31 point gap between 8th grade African Americans and Whites in mathematics. While statistics such as these are in abundance, there are few accounts of stories of success (Berry, 2005; Jett, 2009; Stinson, 2004). Studies directly related to the role of socio-emotional interpersonal relationships and the means by which African American high school students negot

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