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Dissertations / Theses on the topic 'African American students African American students African Americans African Americans Academic achievement'

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Published: 4 June 2021
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1

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.
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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2

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.
"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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3

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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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.
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

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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6

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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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

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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9

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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10

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 principal who was assigned to the site for three or more years. Of the six Sacramento County elementary schools examined, three were high-achieving and three were low-achieving. Initial interviews were followed up with observations, and follow-up interviews. School and district documents were then reviewed to complete the triangulation process. Findings . The outcome of the study listed practices used in high-achieving schools and compared those practices to those used in low-achieving schools. Those commonly mentioned strategies found to be effective, as evidenced by improved test scores in low-achieving schools and implementation in high-achieving schools, were defined. The result was a comparison to determine whether the leadership practices were labeled as effective or ineffective. Evidence used to determine the effectiveness of leadership practices with African-American students included 1999 and 2002 schoolwide Academic Performance Index, 2002 Academic Performance Index scores for the African-American subgroup as compared to those of the Caucasian subgroup, and compared proficiency levels on the California Standards Test. Those practices found to be most effective in schools, whether they were low-achieving or high-achieving, were then categorized and listed. There were several common strategies found in the most effective schools. Schools that were most effective in improving achievement levels for African-American students shared some strategies, which were labeled as high impact strategies. Moderate impact strategies were shared by two of the three most effective schools, and low impact strategies were found in the most effective school solely. Additionally, it was determined that while principals felt that specialized training was necessary to truly serve the needs of the African-American student, none of them have provided such a training at their sites. Principals either felt that poverty was the true issue, or were afraid or hesitant to discuss issues related to race.
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11

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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12

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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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 qualitative approach to hear the voices of African American parents in order to determine what other factors could contribute to the decline in academic success among this group of students. The conceptual framework was framed around the works of Pedro Noguera, Linda Darling- Hammond, John Ogbu, and Michael Gurian, social scientists, who have concluded that the achievement level of African American males requires additional research. In this qualitative study, narrated stories from parents, teachers, and students at a private secondary school in Savannah, Georgia were collected. The stories were identified and placed in categories of experiences and events narrated by the participants. In evaluating the responses, the study unfolded themes that provided insights into the perceptions of parents and the importance of their views in future discussions regarding school reforms for academic success of African American male students.

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Olivo, Julio C. II. "The Relationship Between Academic Emphasis and Academic Achievement for African-American Students in Predominately White Suburban Schools." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275048236.

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14

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 gap." Additionally, this study sought to determine the relationship, if any, in the achievement of African American students' academic achievement in five high schools in Orange County Public Schools, Orlando, Florida. In addition, the purpose was to identify differences in achievement level based upon the school attended, gender, socio-economic levels, class size, and qualifications of the teachers. The methods and procedures used to determine if there was an achievement gap between African-American and white American high school students was to review: (a) gain in African-American students on the reading portion of the Florida Comprehensive Assessment Test, from the 2003-2004 administration to the 2004-2005 administration in five Orange County public high schools, (b) difference between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percentage at proficient (level 3 and above) and white American students in five public high schools in Orange, (c) the relationship between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percent at proficient (level 3 and above) and the school poverty rate in all public high schools in Orange County, (d) the characteristics of schools making gains in reading. There were four conclusions based on the review of literature, as well as the data collected from the five high schools. Under the provision and penalties attached to the No Child Left Behind legislation, there was a noticeable gap in achievement between African-American students and their white American counterparts in each of the examined schools over a two year time period. In schools with a greater percentage of white students, African-American students, overall, performed at a higher level. The achievement gap was narrower and the percent at proficient and above was higher for all students in schools where white students represented a greater percentage of the students. In schools with a lower percentage of students on free and/or reduced lunch, the percent of students reading at proficient or above was higher and the achievement gap was less between African-American students and their white counterparts. Furthermore, the data indicated that as the percent of students on free and reduced lunch at a given school increases, the rate of those reading at proficient and above for African-American students was lower. In schools with a wide array of diversity, students overall have higher achievement scores. Based on the data in the study, the school with the highest rate of student proficient and above, was the school with the greatest diversity population of students.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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15

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 (25 reading teachers and 30 math teachers) using a survey and the Multi Motive Grid. Forward regression analysis was used to test predictive values of independent variables to the academic success of African-American students in reading and math. Results indicated that teacher fear was a significant predictor for reading scores and teacher ethnicity was significant for math scores. This study can lead to social change by improving school programs, increasing student success with better teacher selection, and increasing teacher and student relationships through personality trait training by school counselors to teachers and administrators. By defining characteristics of effective teachers, school counselors and administrative staff can hire, evaluate, and train teachers who can further address academic gaps, particularly among middle school African-American students.
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16

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 developed and used to collect data from a total of 16 research participants, including the 3 students. Collection of the data was done through one-on-one, face-to-face interviews that were audio-recorded. The researcher transcribed the data and coded for analysis using intuitively derived categories. The primary finding of this study indicated that social capital positively influenced the 3 students' academic achievement. Themes acknowledged within the data were: (a) relationships, including family and community; (b) culture, including core norms and future goals; and (c) student attributes, which related to students' interests and characteristics as described by themselves. These findings may be relevant for designing education policies and practices for improving the academic performance and outcomes of African American male high school students, providing professional development for teachers to build meaningful relationships with students, improving cultural sensitivity, and creating supportive classrooms. Implications for social change include the need for a strong social support system that engenders high expectations for the students and holds students accountable for their academic success.
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17

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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18

Darter-Lagos, Michelle. "Parent involvement : differences between African Americans and European Americans in one Florida school district." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001735.

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19

Lewis, Stephen Michael Sr. "Achievement Gap: Cultural Identities and Its’ Influence Upon African American Students Perceptions of Academic Performance." Ashland University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1591372291779417.

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20

Davis, Jacqueline L. "The influence of social capital factors on African-American and Hispanic high school student achievement." Doctoral diss., Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002673.

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21

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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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 Logistic regression was used to ascertain the influence of psychological and physical health factors on African American college students' academic achievement. Findings of this study highlight personal health issues, future help-seeking behavior, and impeding emotional experiences as significant predictors of academic achievement for all African American students. Implications for practice and recommendations for future research are reviewed.

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22

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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23

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 reading and math? A 24-item questionnaire was administered to 211 middle school students to determine if any verve levels were present, and if so, to what degree did the verve levels impact academic performance? The findings were: 1. The verve levels were different between the African American and the European American students. The African American students in this study possessed higher amounts of verve. 2. The verve levels were different between the African American males and the African American females. The African American females in this study had higher amounts of verve than the African American males. 3. There was no relationship between the higher verve levels among the African American and European American students and their academic achievement in reading and math.
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24

Amah, Ifeoma Ann. "A critical race ecocultural agency theory in education framework (re)conceptualizing African American students' transitions from high school to college /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1722415411&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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25

Seagraves, James M. ""I don't think about being a black student and going through school" an exploration into the development of academic identity in African American students /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1397/umi-uncg-1397.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Ulrich Reitzug and Joanne Chesley; submitted to the School of Education. Includes bibliographical references (p. 220-242).
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26

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 being examined: parental involvement in school activities, expectations that parents share with their sons and for which they hold them accountable, and parental trust and support for both their sons and their sons' schools. This research sampled families of African American boys in the eighth grade attending Middle Schools in the North Long Beach area of Southern California. It employed a mixed methods approach in using both questionnaires and surveys for collecting data. Thirty two parents were selected at random and completed questionnaires about attitudes and behaviors related to the home environment that impact their sons' educations. An additional group of randomly selected parents were personally interviewed to gain more in-depth responses. The sample was then divided into two groups according to the STAR Math scores attained by eighth grade boys in the families responding. This measure was used as an indicator of academic success because the STAR test score determines the Math class level for children in the local school district - with those scoring above 325 advancing to Geometry and those scoring below 325 taking lower level classes. The results of the questionnaires and interviews indicate an overall relationship in both groups showing trust and high expectations as being very important in fostering academic success in African American boys in the eighth grade. The consistency of positive home structural factors contributed to the academic success of boys in the families studied in spite of negative factors such as economic deprivation, parental unemployment, previous parental incarceration and lack of transportation.
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27

Pratt, Hannah Chin. "Teaching for social justice effective strategies for improving the academic achievement of African American and Latino students /." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Pratt_H%20MITthesis%202007.pdf.

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28

Ingram, Brenda. "Schools in Violent Neighborhoods| The Impact on African American Elementary School Students' Academic Achievement." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577945.

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The academic achievement gap between African American and Caucasian students continues to be a major concern for policymakers and educators. This gap started to shrink in the 1970s and 1980s with integration, but the 1990s showed the achievement gap was on the rise again. The characteristics of the neighborhoods where children live and attend school have a great impact on their academic performances. This research study examined the relationship between poverty, community violence and the academic performance of elementary school age children, especially African American students. Seventy-eight public elementary schools were randomly chosen in Los Angeles County that had at least 10% African American students who completed the reading achievement test in each primary grade level (2-5 grade levels) in April 2012. The results showed that poverty and community violence had a significant negative impact on reading achievement test scores for African American students. Furthermore, the impact of community violence was twice that of poverty on academic performance. On the other hand, Caucasian students’ test scores were significantly impacted by poverty and not community violence. One explanation for this difference was that African American students experienced twice as much community violence in their neighborhoods as compared to Caucasian students. Since educators cannot change neighborhood characteristics, they need to focus on developing educational models that mitigate the impact of community violence and trauma on African American students.

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Henfield, Malik S. ""I am a rarity in my school" hidden obstacles for African Americans in gifted education /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155752723.

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30

Garrett, Krista L. "Social Cognitive Career Theory, Academic Choice Behavior, and Academic Performance in African American College Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804833/.

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The current study examined the impact that components of Social Cognitive Career Theory (SCCT) have on choice behavior and academic performance in African American or Black, undergraduate students. SCCT is a highly valued and researched theory, but few studies examine the impact that SCCT components have on choice behavior and academic performance in Black college students. This study focused on evaluating SCCT components’ relevance to variables that have been shown to predict later objective career success. This is important because African Americans tend to have significantly lower paying and less prestigious jobs, as well as attain lower levels of education than most other racial populations in the United States. However, there is a paucity of current career development and attainment literature specific to the African American undergraduate population. In an effort to promote understanding of within group differences in SCCT variables that can contribute to educational and career success, 247 African American undergraduates were recruited to participate in this study. The participants completed online questionnaires regarding demographic information, self-efficacy, contextual barriers, contextual supports, choice goals, and choice behavior. Participants also gave permission for researchers to access grades. Findings indicate that academic coping self-efficacy, contextual barriers, and contextual supports may be particularly important to academic choice behavior in African American college students. Further, choice behavior appears to be important to grade point average. Implications, limitations, and recommendations for future research associated with this study’s findings are discussed.
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31

Bacon, La Shawn Catrice. "Academic self-concept and academic achievement of African American students transitioning from urban to rural schools." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1198.

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The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to rural school environments and to understand how such moves influenced their academic performance and academic self-concept. Gender and length of time since transition were also considered. The sample consisted of 101 African American middle school/junior high students who had been enrolled in Iowa schools for less than 24 months or more than 24 months. Results indicated a significant relationship between academic self-concept and academic achievement measures of ITBS composite scores and cumulative GPA. Gender and the length of time since transition were not shown to be linked to students' academic ability or performance in school. Data gathered from this study will assist administrators, parents, educators, and school counselors with understanding geographic mobility, academic self-concept, and academic achievement. Information obtained will also provide insight about other factors that relate to the academic setting and students' assessment of school such as student motivation, perceptions of peers, the academic self-perceptions students possess, students' attitude towards teachers and classes, and students' attitude towards school.
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Bridglall, Beatrice L. "Structural and individual characteristics that enable high academic achievement in underrepresented students of color /." Access Digital Full Text version, 2004. http://pocketknowledge.tc.columbia.edu/home.php/viewfile/download/27337.

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33

Wastbrook, Sarah Kathryn. "An exploratory study of the factors associated with the mathematics achievement of six tenth grade African American students." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/WESTBROOK_SARAH_1.pdf.

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Mull, D'Andra I. "Still.... They rise: a phenomenological analysis of resilience in first generation African American college students." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180467362.

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Ives, Denise Kay. ""We stranded in school" survival literacy through adaptive colorations among high-achieving African American middle school students /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching & Educational Policy, 2008.
Title from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 167-173). Also issued in print.
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36

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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37

DiLorenzo, Melissa Lee. "Race-related factors in academic achievement an examination of racial socialization and racial identity in African American and Latino college students /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?SQ=DiLorenzo%2C+Melissa+Lee.&DBId=G647&date=ALL&onDate=&beforeDate=&afterDate=&fromDate=&toDate=&TITLE=&author=&SCH=&subject=&FT=0&LA=any&MTYPE=all&sortby=REVERSE_CHRON&RQT=305&querySyntax=PQ&searchInterface=1&moreOptState=CLOSED&TS=1267819534&h_pubtitle=&h_pmid=&clientId=48051&JSEnabled=1.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 87-103). Issued in print and online. Available via ProQuest Digital Dissertations.
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38

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 factors that contribute to the success of those finding academic success, especially those at the elementary level? This qualitative study used an exploratory study approach to explore the school factors that contribute to the academic success of African American boys in urban elementary schools. The researcher employed two face-to-face interviews with each of the 11 fifth grade African American boys identified as academically successful. Data collection included a review of students' archival, academic, and attendance records to establish a framework of each child's overall academic performance beyond the sample summative Virginia Standards of Learning (SOL) assessments administered in grades three, four, and five at the elementary level. The results of this study indicated that the success of African American boys in an urban elementary school is impacted by peer influence, teacher attitudes, environmental suitability within the school, and personal accountability of the participants themselves.
Ed. D.
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Womack, Monica S. "African-American Students' Perceptions of Their Student-Teacher Relationship with White College Instructors and Academic Achievement While Enrolled in Early College High School." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1429633581.

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40

Montgomery, Thomas Victor. "Comparing academic achievement of African-American males who do and do not participate in high school athletics." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Thesis (Ed.D.)--Liberty University, 2010.
This study was conducted to investigate the impact on academic achievement that high school athletics had on African-American male students who participated in high school athletics against African-American male students who did not participate in high school athletics during the 2008-2009 school year. The results were measured by grade point averages (GPAs) and surveys developed by the researcher. The purpose of this study was to determine whether or not African-American males that participated in high school athletics showed higher academic achievement than African-American males that did not participate in high school athletics. The study also assessed attitudes about the relation between academic achievement and sports participation, using survey results from African-American male student-athletes and their parents. The results of this study indicated that high school athletics do not have a significant impact on the academic achievement of African-American males. Results of this study indicated that (a) sports participation can both negatively and positively impact academic achievement and (b) coaches' encouragement should be considered an important resource for influencing the academic aspirations of African-American male student-athletes. Suggestions for continued research are included within this study. Includes bibliographical references.
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41

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.
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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42

Brophy, William Earl. "The effect that intercollegiate athletic participation has on the grade point averages of African-American male student athletes at a four year public institution in the Black Belt region of Alabama." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/brophy.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.
Title from PDF title page (viewed Sept. 2, 2009). Additional advisors: Wiiliam Boyd Rogan, Margaret Rice, James Eck, Carl Brezausek. Includes bibliographical references (p. 86-89).
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43

Clayton, M. Annette. "The Effects of Family, School and Peer Support on the Achievement Outcomes of African American Adolescents." VCU Scholars Compass, 2008. http://hdl.handle.net/10156/1562.

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44

Davis, Traci Danielle. "Field of Dreams: Exploring African American Male Students' Career Aspirations and Their Relationship to School Engagement." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1304299566.

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45

Bowser, Jr Jimmy Lee. "The Relationship among Select School Variables and 8th Grade African American Male Academic Achievement." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248414/.

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This study was designed to investigate the correlational relationship between four school elements listed on the Texas Academic Progress Report (TAPR) and the academic achievement of 8th grade African American male students. Data for this study was provided from the Texas Education Agency's (TEA) Office for Public Information Requests. The study included four independent variables: percent of socioeconomically disadvantaged students, average years of teachers' experience, attendance rate and average class size in mathematics. The dependent variable was the 8th grade African American males' performance on the mathematics STAAR exam. The study examined scores from the mathematics STAAR exam for the years 2012-2014. The sample population included 1,540 schools and 47,169 individual test results. The results of the correlational analysis indicate that none of the independent variables were correlated to each other, but each of the independent variables had a statistically significant correlation with the dependent variable at the p < .05 level. The study also sought to explore the variance in academic achievement that could be explained by the four independent variables when used as a model. The results of the simple multiple regression suggest that not only were the results statistically significant at the p < .01 level, but the model explained 32.4% of the variance in 8th grade African American males' performance on the STAAR mathematics exam in the years 2012-2014.
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46

Williams, Angela Yvette. "Examining The Impact of Christian Spirituality on Academic Attitudes and Behaviors of African American Students: A Qualitative Case Study." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1092081969.

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47

Herron-McCoy, LaMonica Lanell. "The academic achievement gap between African American and White students an exploratory study on reading achievement and intrinsic motivation /." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2184.

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48

Pitts, Robynn. "THE RELATIONSHIP OF ETHNIC IDENTITY AND BICULTURAL COMPETENCE TO ACADEMIC ACHIEVEMENT AMONG URBAN AFRICAN-AMERICAN ADOLESCENTS." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/28867.

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School Psychology
Ph.D.
This study examined ethnic identity and academic achievement among urban African-American adolescents and investigated how bicultural competence may be related to these variables. There is a dearth of literature in school psychology on how these variables relate to best practices for closing the achievement gap. Seventy-two students in the sixth through eighth grades from three urban parochial schools and one urban charter school participated in the study including African Americans (n=43) and students of other ethnicities (n=29). Students included in the Other category included those who self-identified as Latino, Mixed, Other, Asian American, and Native American. The sample was 65.3% female (n=47) and 34.7% male (n=25) with students who ranged in age from 11 to 15 years of age. Using a correlational design, the participants were interviewed at their schools using a brief demographics questionnaire and the Revised Multigroup Ethnic Identity Measure (MEIM). Standardized test scores for each participant and information on socioeconomic status were also examined. No significant relationships were found between ethnic identity and any other variable in African-American adolescents or adolescents from other groups. As their grade levels increased, African-American students' levels of bicultural competence increased while their math achievement decreased. Students from other ethnicities who were high in bicultural competence had higher math achievement scores. Adolescent girls from the Other ethnicities group who were higher in bicultural competence tended to achieve more highly in math. Students from other ethnicities who were high in bicultural competence were less likely to receive free or reduced-price lunch. Students from other ethnicities whose parents were born in the United States were higher in bicultural competence than students in the same group whose parents were born outside the United States. This study indicated that academic achievement among urban adolescents can be consistent with a number of combinations of ethnic identities and levels of bicultural competence. The results of the present study suggest that, in order to help close the achievement gap, school psychologists and other decision makers should take socio-cultural and socioeconomic factors such as bicultural competence into consideration when making decisions for individual students and when affecting policy at the systems level.
Temple University--Theses
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49

Edmondson, Frederick Stephen. "Effects of a faculty mentoring program on African-American and Hispanic-American college students: Self-disclosure, self-esteem, solidarity, and academic achievement." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2585.

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The purpose of this study was to examine self-disclosure, self-esteem, and solidarity in the mentoring relationship and the subsequent impact on academic achievement regarding African and Hispanic American college students. The Faculty Mentor Program is a component to meeting the challenge of improving retention and graduation rates for African and Hispanic Americans at California State universities. There were 287 subjects of which 83 responded to the survey. The subjects were members of a Faculty Mentor Program at a California State University. The survey consisted of the Wheeless Solidarity Scale, the Wheeless Five-Factor Disclosiveness/Disclosure Scales, and the Coopersmith Self-Esteem Inventories (Adult form). The hypotheses stated that there is a significant positive relationship between the amount of interpersonal contact and the protege's self-disclosure; between self-disclosure and self-esteem; between self-disclosure and solidarity; between protege solidarity and protege self-esteem; among the variables self-disclosure, self-esteem, solidarity, amount of contact, and academic achievement; between the amount of time the protege has been in the Faculty Mentor Program and level of academic achievement. Statistical procedures used for analyzing data were analysis of variance, content analysis, multiple regression, Pearson Product Moment Correlation, summary-comparison analysis, and t-test. The Pearson Product Moment Correlation disclosed a significant positive relationship between self-disclosure and solidarity and no statistical positive relationship for self-disclosure and self-esteem, solidarity, and self-esteem, and grade point average and time with the mentor program. A multiple regression revealed a statistical significance between self-esteem and grade point average. A summary comparison analysis disclosed that the proteges found the mentor relationship helpful and the program to be helpful.
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Gaiters-Fields, Kimberly Suress. "The impact of labeling, legislation, and accommodations on the academic achievement of African American students with learning disabilities." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/kimberly%5Fs%5Fgaitersfields/gaiters-fields%5Fkimberly%5Fs%5F200508%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2005.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 185-202) and appendices.
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