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Dissertations / Theses on the topic 'African American Achievement'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Broadway, Everly Estes Friel Susan N. "African American achievement in high school mathematics." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2216.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2009.<br>Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.

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2

Mims, Adrian Blair. "Improving African American Achievement In Geometry Honors." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1533.

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Thesis advisor: Robert J. Starratt<br>This case study evaluated the significance of implementing an enrichment mathematics course during the summer to rising African American ninth graders entitled, "Geometry Honors Preview". In the past, 60 to 70 percent of African American students in this school district had withdrawn from Geometry Honors by the second academic quarter. This study seeks to understand the impact of pre-teaching core geometry concepts essential to success in Geometry Honors prior to the students' enrollment into the Geometry Honors course. This mixed methods case study involv

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3

Akoma, Efua. "African Centered Curriculum and Teacher Efficacy: Contributors to African American Student Achievement." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_theses/1.

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Recognizing African American students still perform academically at lower levels than their White counterparts, they maintain lower grades in school, and perform lower on standardized tests; educators and policy makers continue attempts at addressing these disparities. One remedy is implementing culturally specific material into curriculum to be reflective of the cultural diversity of students in the classroom. Although research indicates the use of material related to the student’s cultural origin can create a learning environment conducive to greater academic achievement particularly with mi

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4

Akoma, Efua. "African centered curriculum and teacher efficacy contributors to African American student achievement /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-06052008-092853/.

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Thesis (M.A.E.)--Georgia State University, 2007.<br>Title from file title page. Miles Anthony Irving, committee chair ; Jonathan Gayles, Ann Kruger , committee members. Electronic text (65 p.) : digital, PDF file. Description based on contents viewed October 26, 2007. Includes bibliographical references (p. 41-47).

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5

Peper, Alan R. "Successful African-American college students /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421603351&sid=7&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 247-264). Also available for download via the World Wide Web; free to University of Oregon users.

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6

Willingham, Bruce R. Jr. "Do African American Students Limit Their Own Academic Achievement." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397234823.

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7

Whittle, Lindsay. "Exploring Achievement Motivation of African American Girls in High School." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1371221048.

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8

Tauheed, Linwood F. Sturgeon James I. "Towards a socio-educational index a preliminary critical institutional dynamics model of the interrelationship of complementary and limiting factors associated with African American student performance /." Diss., UMK access, 2005.

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Thesis (Ph. D.)--Dept. of Economics and Dept. of Sociology/Criminal Justice & Criminology. University of Missouri--Kansas City, 2005.<br>"A dissertation in economics and social science." Advisor: James I. Sturgeon. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 13, 2007. Includes bibliographical references (leaves 248-262). Online version of the print edition.

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9

Adams, Athena. "THE ACADEMIC ACHIEVEMENT OF AFRICAN-AMERICAN STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3615.

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The study was conducted to determine the disparity between the academic achievement of African American students and the academic achievement of white American students in the state of Florida, and more specifically, in five high schools in Orange County Public Schools. The term "African American" included all students who self-identified as that race upon enrollment into an Orange County public school. The study included male and female African American students from different socio-economic levels. The term "differences in academic achievement" is most commonly referred to as "achievement ga

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10

Delgado, Jean. "African-American Parents' Perceptions of the Academic Achievement of African-American Male Students at a Private Secondary School." Thesis, Cambridge College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621664.

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<p> The academic achievement of African American male students has been one of the most over- researched topics in the education community for the past decade. Most of these studies report findings of social issues as predictors for the underachievement of African American male students. Examples of such issues are poverty, culturally irrelevant curriculum, disengaged families, involuntary immigration due to the slave trade and sociopathological issues. These findings are being debated among prominent educators to determine whether or not they are valid. This study was conducted using a qualit

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11

Caldwell, Taisha Lavelle. "Considering achievement motives : exploring educational success in African American students /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1456285011&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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12

Camm, Melody Luretha. "The power of African American parent perceptions on student achievement." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618818.

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With the implementation of No Child Left Behind, schools have been challenged to maintain Annual Yearly Progress (AYP) for low achieving subpopulations. Current research supported by historical data suggests that African American parent involvement could possibly be the missing link to African American student achievement. This study explores the possible connection between African American parent perceptions of their school involvement and student achievement. It surveyed 738 fourth grade parents from five Title I and five Non-Title I schools to see if there was a significant difference betwe

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13

Hussein, Hassen. "The Teacher-Student Interactions and Academic Achievement of African American and African Immigrant Males." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267844.

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<p> This quantitative survey questionnaires study compared the teacher-student interactions (TSI) and academic achievement of African-American and African immigrant undergraduate males. The academic achievement gap between different population groups provided the impetus for the study. While African Americans have been described as under-achievers in the literature, their African immigrant counterparts have at times been dubbed a model minority. However, studies on differences in TSI between the two groups are scant. Students’ perceptions of TSI were assessed using two existing instrumen

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14

O'Brien, Kathleen. "African American students and the achievement gap what can a teacher do?/." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/O'Brien_K%20MITthesis%202007.pdf.

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15

Guy, Mignonne Catherine. "Othering the Other: How Stereotypes Influence African American and Black African High School Students' Perceptions and Expectations of Higher Education." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195950.

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For decades, researchers have sought greater understanding of the educational achievement gap between Blacks and Whites in the U.S. Past studies have concentrated heavily on K-12 attainment, and more recently on that of minority paths to higher education as well as obstacles to academic achievement. Often unnoticed are the interactions between social forces and the individual level psycho-social and cultural factors that may place a significant role; the stigmatization and resultant marginalization of Black students by negative stereotypes that classify them as intellectually inferior. This

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16

Phelps, Kenyatta Danielle. "Partners, parents, and peers' effects on African American youths' school achievement." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1194313802.

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17

Swinton, Akilah D. Kurtz-Costes Beth. "A longitudinal examination of African American adolescents' attributions about achievement outcomes." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2324.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.<br>Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology Developmental." Discipline: Psychology; Department/School: Psychology.

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18

King, Lewis Gloria Denise. "Teachers' Expectations and Reading Achievement of African American Middle School Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/150.

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A local and national concern in education is the persistent achievement gap between African American and Caucasian middle school students. Despite numerous reforms, the gap continues to show African American middle school students performing lower in reading. The purpose of this mixed methods study, framed in the theoretical perspective of Culturally Responsive Pedagogy, was to examine teachers' expectations and the relationship between those expectations and the educational outcomes of African American middle school children. Data were collected to identify pedagogical practices, examine teac

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Smith, Muriel Eileen. "Narrowing the Mathematical Achievement Gap Among African American and Latino Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1748.

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This study focused on the continued mathematical achievement gap between African American and Latino students in an urban elementary school. An illustrative case study design was used to examine the teachers' perception of factors contributing to this gap in mathematical performance, and what instructional math strategies can narrow the achievement gap. Socioconstructivism and culturally relevant pedagogy were the learning theories used to form the conceptual framework in this study. Qualitative data were obtained from 6 individual interviews with 4th grade math educators, classroom observatio

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20

Phelps, Kenyatta D. "Partners, Parents, and Peers' Effects on African American Youths' School Achievement." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1194313802.

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21

Thomas, Ronald Pierson. "An Investigation of the Role Education Leaders in the Academic Achievement of African American Students." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1219260852.

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22

Bell, Edward Earl. "Impact of self-esteem and identification with academics on the academic achievement of African American students." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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23

Nadler, Dustin Ryan. "AUTONOMY SUPPORT: MODERATING STEREOTYPE THREAT IN AFRICAN AMERICAN STUDENTS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/757.

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This study examined the role of autonomy support (AS) in the relationship between stereotype threat (ST) and performance on a subset of the Raven's Standard Progressive Matrices (RSPM) using a 2 x 2 factorial design. It was hypothesized that: 1. There would be significantly fewer correct answers in ST conditions compared to non-ST conditions, 2. There would be a significantly higher number of correct answers in AS conditions compared to non-AS conditions, 3.The relationship between ST conditions and performance would be moderated by AS conditions 206 African American college students from a mi

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Copeland, Anthony Eugene. "The professional learning community and its effect on African American students' achievement." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618821.

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The purpose of this correlational study was to quantify the degree to which teachers believe their school adheres to professional learning community (PLC) practices and determine to what extent PLC practices are related to student achievement. The study also attempted to determine to what extent PLCs were related to African American students' achievement and closing the achievement gap.;Schools were the unit of analysis and participants were elementary school teachers from 25 schools in a large diverse school district located in the mid-Atlantic region. They were administered Hord's School Pro

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25

Long, Sheila Faye. "AFRICAN AMERICAN MALES' ACHIEVEMENT IN LITERACY AT A MEDIUM-SIZED SCHOOL DISTRICT." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1370.

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AN ABSTRACT OF THE DISSERTATION OF SHEILA LONG, for the Doctor of Philosophy degree in CURRICULUM AND INSTRUCTION, presented on April 4, 2017, at Southern Illinois University Carbondale. TITLE: African American Males’ Achievement in Literacy at a Medium-sized School District MAJOR PROFESSOR: Dr. John McIntyre, Examination Committee Chair The purpose of this mixed methods study was to determine how culturally relevant pedagogy affects African American males’ academic achievement in literacy. The study examined the perceptions of third grade teachers and third grade African American male stude

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26

Nelson, LaCoñia Rayelle. "Predictive Nature of Teacher Traits on Academic Achievement of African-American Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6632.

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Historically, biases, a lack of cultural diversity in teacher and administrative staff and misunderstanding about methods for teaching low socioeconomic students have related to the underperformance of African-American students when compared with their European American peers. Therefore, this quantitative, cross-sectional study was conducted to explore the impact of teachers' ethnicity, years of experience, and motives of hope and fear on the academic success of African-American students in reading and math. Data were collected from 55 7th- and 8th-grade teachers from a charter school system (

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27

Mutawally, Sabreen Ayesha. "Social Capital and Academic Achievement of African American Male High School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5911.

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Although more researchers have focused on academic deficits of male African American students, it is also important to understand the social factors that contribute to those who perform at a proficient level. Drawing on social capital theory as forwarded by Coleman and Putnam, this qualitative case study of 3 African American male high school students examined how their parent(s), teacher, mentor, peer or sibling, and pastor or community leader influenced the creation of social capital surrounding the students' academic achievement. Interview protocols and research interview instruments were d

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28

Lige, Quiera M. "Ethnic-Racial Socialization, Sociodemographic Factors, and Achievement among African American College Students." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1527607043086608.

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29

Wilkins, Rhonda Dayle. "Swimming upstream a study of Black males and the academic pipeline /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-12052005-145145/.

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Thesis (Ph. D.)--Georgia State University, 2005.<br>1 electronic text (247 p.) : digital, PDF file. Title from title screen. Benjamin Baez, committee chair; Asa G. Hilliard, III, Philo A. Hutcheson, Patricia L. Gregg, committee members. Description based on contents viewed Apr. 10, 2007. Includes bibliographical references (p. 231-247).

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30

Gerken, Stacey Leigh. "An investigation of the influence of cultural differences on the academic achievement and well-being of African American students at a predominantly White university." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992796.

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31

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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32

Gladney, Lawana S. "Fictive kinship, racial identity, peer influence, attitudes toward school, and future goals : relationships with achievement for African American high school students /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.

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33

Robinson, Quintin L. "An examination of the ways in which mothers influence the educational success of their sons : a case study of successful eleventh-grade males in failing schools /." Connect to title online (ProQuest), 2007. http://proquest.umi.com/pqdweb?did=1453185651&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-130). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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34

Robinson-Bishop, Ramona E. "Leadership strategies utilized by elementary principals to increase the academic achievement of African-American students." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2526.

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Purpose . The purpose of this descriptive ex post facto study was to identify leadership strategies utilized by elementary principals to increase the academic achievement of African-American students in schools identified as Title I. Procedure . This study utilized qualitative research methods to determine the effectiveness of strategies used in schools to improve the achievement levels of African-American students in Sacramento County. Principal interviews were conducted in schools with free and reduced lunch counts of 70% or higher, enrollment of more than 33% African-Americans, and a princi

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35

Hawkins, Torrance N. "The relationship between verve and the academic achievement of African American and European American middle school students." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3122.

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The purpose of this study was to examine if verve had any impact on the academic achievement of African American middle school students. The three guiding questions of this research were: 1. Is there a significant difference in the verve levels between African American and European American students? 2. Is there a significant difference in verve levels of African American male and African American female students in middle school? 3. Is there a significant difference in the academic achievement of African American and European American students who possess high and low verve in the areas of re

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36

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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37

Askew, Jessalyn Roberson. "Embracing the text: reading achievement of African-American students-implications for educational leaders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/48.

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National trends in reading indicate African-American students continue to perform lower than white students. Key findings from the 2005 Reading Report card show white students in grades 4 and 8 scored higher on average than black and Hispanic students. The purpose of this study was to determine if a Balanced Reading format had an impact on the reading achievement of African-American students. It further explored the effects of teacher instructional methods, lesson planning, and student demographics (gender, ethnicity, SES) on the reading achievement of African-American students. Research was c

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38

Yoon, Aimee Jean Yoon. "Racial Achievement Gaps among Young Children: How Do Schools Matter?" The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498142602172034.

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39

Eliot, Jessica. "The impact of AVID on African American males." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-2/eliotj/jessicaeliot.pdf.

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40

Cornelius, Doristine. "Exploring an African American Principal's Cultural Leadership Effects on Closing the Achievement Gap." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2922.

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Closing the achievement gap is a key concern for educational leaders. Research has indicated that principals’ actions directly and indirectly influence student learning. The purpose of this case study was to explore cultural leadership in an urban Mississippi high school from an African American’s racialized perspective. The cultural competency/proficiency theory provided the conceptual framework for this study. Successful leadership practices of this African American principal were examined through the principal and through the perceptions of teachers and the assistant administrator. A resear

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41

Celico, Andrea. "A Study of Resiliency in African-American Middle School Boys." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1229540936.

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42

Sistrunk, Edith Benford. "The effects of mentoring on student achievement for adjudicated African American male juveniles." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/2244.

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43

Babers-Henry, Markeshia M. "Psychological and physical health predictors of academic achievement for African American college students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590906.

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<p> The purpose of this quantitative study was to identify psychological and physical health factors that influence African American college students' academic achievement using secondary data from the American College Health Association's National College Health Assessment (ACHA-NCHA). Using Bronfenbrenner's ecological systems theory, this study explored the influence of health variables on African American college students' academic experiences. Independent sample t-tests were used to analyze gender differences between African American female and male college students. Factor analyses and a

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44

Dickey, Donyall D. "The African American Middle School Male Achievement Gap and Performance on State Assessments." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746729.

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<p> In contrast the plethora of between-race studies in the extant literature that focus on well-known and documented disparities between White and African American students, this study was conducted to gain direct insight from resilient, African American boys who beat the odds and achieved academically despite being at significant risk for failure due to extended exposure to compounded social and educational disadvantages. The primary foci of this investigation were to broaden understanding of the gender-specific challenges to academic achievement that African American boys encounter in schoo

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45

Downs, Benjamin iii. "Academic concept, Social concept and Academic achievement among selected African American student athletes." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/3388.

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The objective of this study was to determine if a relationship exists between the independent variables academic concept, social concept, and high school sports participation and the dependent variable academic achievement for African-American male teens between the ages of 14 and 19 who participated in high school sports. Sixty three student athletes attending a suburban Georgia high school participated in the study. A non-experimental, quantitative, correlation design was utilized. A statistically significant relationship between the following variables was found: high school sports particip

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46

Lacewell, Cleopatra. "Case Study of an African American Community's Perspectives on Closing the Achievement Gap." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3109.

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The disparity in test scores, known as the achievement gap, between African American and European American students has persisted despite research and reforms. The purpose of this qualitative case study was to examine what African American community members in a North Carolina school district perceived as the causes of the local achievement gap and what support they believed they could offer to close the gap. The theories of cultural-historical psychology, social cognition, learned helplessness, social disorganization, and the funds of knowledge concept, guided the data collection from the 3 f

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47

Adams-King, Lora A. "Explaining the Achievement Gap of African American Males Relative to Other Student Groups." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464786325.

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48

Jackson, Tiffany Oliphant. "An analysis of the factors that influence achievement among Arican-American students." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2511.

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49

Flynt, Cynthia J. "Predicting Academic Achievement from Classroom Behaviors." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28996.

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This study examined the influence of behaviors exhibited in the classroom on reading and math achievement in the first, third and eighth grades; and the influence of teacher perceptions on reading and math achievement of African-Americans versus White students and male versus female students. Lastly, the study examined teacher ratings of student behavior and standardized measures of intelligence in predicting reading and math achievement. The Classroom Behavior Inventory (CBI) was used to measure student classroom behavior. The CBI contains 10 subscales of classroom behaviors: extroversion

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50

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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