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Dissertations / Theses on the topic 'Cultural achievement'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Lee, Judy M. Y. "Culture, identity, and education : an exploration of cultural influences on academic achievement." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22404.

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Cultural influences on educational achievement were explored in this study of Chinese university students. Academic choices, goals, and performance in relation to family background, ethnic identity, and cultural socialization were ascertained through semi-structure interviews and questionnaires. The sample of thirty-two McGill University students represented a cross section of majors, and were selected into groups based on length of residency in Canada. Data from university records, which showed the evolution of Chinese enrollment and achievement patterns over the last three decades, provided

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2

Hayamizu, Toshihiko, and Yiping Pan. "A cross-cultural study of achievement goal tendencies." 名古屋大学教育学部, 1994. http://hdl.handle.net/2237/3930.

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3

Garo, Sofokli. "A Cross-Cultural Comparison of Algebra 1 Students’ Achievement." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79868.

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The purpose of this research was to compare American and Albanian students’ achievement in Algebra 1. The study compared algebraic solving abilities of 219 students in a city of Albania and 242 ninth-grade American students, residents of an American region. Albanian sample did not use calculators on the test. Of the American sample, 97 students used calculators on the test, whereas 145 did not use them. The three research questions addressed: (1) students’ mastering of the overall algebraic achievement, (2) students’ mastering of specific domains of algebraic understanding: knowing, applying,

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4

COOK, PAUL CHRISTOPHER. "CULTURAL BIAS IN THE CALIFORNIA ACHIEVEMENT TESTS: A FOCUS ON INTERNAL INDICES." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184017.

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This research focused on the cultural bias in the items the California Achievement Tests (CAT). Performance variability was examined across all individual items of the CAT for the third graders from four ethnic groups. A sample of 1600 third grade children was randomly selected from population of children attending various elementary schools in the state of Arizona. Four hundred subjects within each ethnic group were matched for sex, ethnicity, and grade level. A two-factor (items scores and ethnicity) ANOVA procedure was used to examine the interaction between the item performances and ethnic

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5

Cheng, Wing-yi Rebecca, and 鄭穎怡. "Effects of social goals on student achievement motivation: the role of self-construal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B33709245.

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6

Sampasivam, Lavanya. "Implicit beliefs, achievement goals and affect: a cross-cultural comparison." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86820.

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Research suggests that the implicit theories students hold about learning predict the types of goals they set for learning and the consequences these belief-goal structures have on student cognition, affect, and behaviour. Although previous studies have indicated that individuals with incremental and entity theories of intelligence set mastery and performance goals for learning, respectively, there is a lack of studies testing the validity of this relationship across cultures. Caucasian (n = 58) and Asian (n = 38) students completed measures of their implicit beliefs about intelligence, their

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7

Cuffee, Deborah Robinson. "Cultural mistrust, occupational aspirations and achievement motivation of black students." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332600/.

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The purpose of this study were three-fold: First, this study examined occupation prestige ratings of African American adolescents using a modified version of the Hatt-North (1947) Occupation Prestige Scale. A second purpose investigated the effects of cultural mistrust on occupation prestige preferences, as well as aspirations and expectations. Finally, this study examined the effects of cultural mistrust and achievement motivation on the occupational aspirations of Black youth.

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8

Liev, Man Hau. "Adaptation of Cambodians in New Zealand : achievement, cultural identity and community development /." e-Thesis University of Auckland, 2008. http://hdl.handle.net/2292/3362.

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This thesis has two foci: how Cambodians with a refugee background manage their new life in Aotearoa/New Zealand, and how an identity as a Khmer Kiwi transnational community has developed. Analytic concepts— such as forced migration, cultural bereavement, adaptation, integration, diaspora, transnationalism, identification, and community of practice— are used to trace the trajectory of the contemporary way of life of Cambodians, their community development, and their cultural identity. The data gathered from mixedmethod research reveal the various opinions, strategies, coping mechanisms, and pa

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9

McGrogan, Harold James Jr. "The determination of cultural item bias in the California Achievement Tests." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184721.

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A three parameter model of Item Response Theory reported by Lord (1968, 1980) was used to determine whether cultural item bias existed in the Reading Comprehension subtest of the California Achievement Tests. Item responses from 1500 second graders from Southern Arizona schools with 500 responses from each of three groups (Anglo, Black, and Hispanic) were analyzed via MULTILOG program (Thissen, 1984) using the likelihood ratio chi-square (IRT-LR) method. Results indicated that there were no significant differences in item difficulty across items and groups. However, the typical group mean diff

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10

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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11

Johnston, Patricia Maringi G. "He ao rereke : education policy and Maori under-achievement: Mechanisms of Power and Difference." Thesis, University of Auckland, 1998. http://hdl.handle.net/2292/2194.

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In acknowledging continual educational under-achievement of Maori children, this thesis investigates the relationship between education policy and Maori under-achievement. It argues that under-achievement is framed within boundaries of changing recognitions and realisations of power and difference: that conceptions of difference have influenced education policy and schooling practices for Maori. Theoretically, the thesis examines 'what counts as difference' and 'what differences count'. In recognising that unequal power relations between dominant and subordinate groups produce distinct views a

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12

Chan, Siu-wah. "Explaining education success with special reference to Bourdieu's theory of cultural capital." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264276.

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13

Cassidy, Anthony John. "The cultural evolution of achievement motivation and subjective well-being : a longitudinal analysis." Thesis, University of Ulster, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329446.

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14

Alghazo, Yazan. "A Cross-Cultural Study of Socioeconomic Status, Parental involvement, and Students' Mathematics Achievement." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/880.

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There is a growing interest in studying the influence of parental involvement on student achievement, as well as factors that influence parents' choices in being involved in their children's education. This study examined the relationships among socioeconomic status, parental involvement, and students' mathematics achievement in Jordan and the United States. It also investigated the reasons that motivate parental involvement in both Jordan and the United States. For data collection, a four-section instrument was distributed to parents/guardians of students in grades four, five, and six from Jo

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15

Pearce, Richard Raymond Vogt Paul Lin Zeng. "Transitions and transformations cultural and structural explanations of achievement among Chinese and White Americans /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=1&did=1225125241&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177942667&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on April 30, 2007. Dissertation Committee: Paul Vogt, Zeng Lin (chair), Mohamed Nur-Awaleh, Louis G. Perez. Includes bibliographical references (leaves 97-112) and abstract. Also available in print.

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16

Pietersen, Maxine Wendy. "The orientation of achievement : can goal orientation be used to predict academic achievement in a multicultural environment?" Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58660.

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Research has shown that goal orientation has a direct relationship with academic achievement for students. This relationship varies for South African students from different backgrounds. This mini dissertation investigated the relationship between academic achievement and goal orientation but moreover explored the mediating variables at play in this relationship. A quantitative correlational research study was employed with a sample size of 545 South African students ranging in age from 18 to 48 with a mean of 20.77 (SD = 2.94). Students completed an online survey, through Qualtrics. T tests

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17

Lee, Hye Joo. "CRT-RMS cross-cultural study with Korean college students." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/39505.

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The Conditional Reasoning Test-Relative Motive Strength (CRT-RMS; James, 1998) has shown to be a psychometrically reliable and valid approach for measuring implicit motives and biases in United States and European contexts (James&Rentsch, 2004; Mot, 2003). Extended from previous research, the current study demonstrated the utility of the CRT-RMS with a sample of 186 college students in Korea. The results showed a significant association between the CRT-RMS scores and Korean college students' grade point average. Korean samples also supported the dissociative model in relating with self-report

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18

Yayan, Betul. "A Cross-cultural Comparison Of Mathematics Achievement In The Third International Mathematics And Science Study-repeat (timss-r)." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/4/1260124/index.pdf.

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The purpose of this study has two phases. In the first phase, a model that explains students&rsquo<br>mathematics achievement in TIMSS-R will be proposed. In the second phase, the proposed model will be evaluated to interpret the similarities and differences across three culturally and linguistically different countries<br>Turkey, the Netherlands, and Italy. This study will basically combine students&rsquo<br>answers on TIMSS-R Students Questionnaire items with their mathematics achievement scores obtained from TIMSS-R Mathematics Achievement Test. In order to achieve this, items in the studen

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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

Leite, Guanaes de Miranda Daniel. "Prosperity and the worship of achievement : a theological analysis of cultural tensions within Brazilian Neopentecostalism." Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=229390.

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Neopentecostalism is currently one of the most expressive religious phenomena in Brazil. According to the Brazilian Census Institute's database (IBGE), Neopentecostals represent the fastest growing movement among Protestants in the country. Brazilian Neopentecostalism has some unique aspects that distinguish its member churches from the mainline denominations. Since its birth, the most significant difference has been its commitment to Prosperity Theology. Lately, however, a new constituency has developed within Neopentecostalism: the Brazilian Apostolic Movement. Like other Neopentecostal chur

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21

Robinson, Jeanene N. "“With Liberty and Justice for All”: Assessing Cultural Competency in Schools." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1120058449.

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22

Lewis, Megan. "The impact of multicultural pedagogy in science education on the achievement, motivation, and perspectives of cultural minority students." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Lewis_MMITthesis2009.pdf.

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23

Urso, Christopher J. "Student Achievement in High-Poverty Schools: A Grounded Theory on School Success on Achievement Tests." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1206493498.

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24

Buller-Taylor, Terri. "Self-esteem and achievement : ethnicity, gender, parental love and coping styles." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0001/NQ34535.pdf.

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25

Jacobsen, Wade Clinton. "Parental Involvement and Academic Achievement Among Children of Immigrants." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2390.

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Using Bourdieu's model of social and cultural reproduction, I examine student achievement and parental involvement levels across seven immigrant nationalities: Cambodian, Cuban, Filipino, Laotian, Mexican, Nicaraguan, and Vietnamese. I then analyze the relationships between five parental involvement types and GPA, while controlling for student, family, and school characteristics. Finally, I test for interaction effects to examine variations across groups. Results point to parent expectations as a strong predictor of student success, especially among Cubans, Filipinos, and Vietnamese, while oth

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26

Tang, Lai-luen. "Exploring the role of cultural capital in forming the relationship between teacher expectation and academic achievement." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264550.

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27

Redford, Jeremy Brandon. "The Effects of Concerted Cultivation on Academic Achievement." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1455.

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Anne Lareau (2003) argues that parents' child-rearing practices have a profound effect on academic and later occupational success for children, even holding constant such important factors as gender, race and school effects. She says that social class impacts these child-rearing practices and that middle-class families use a specific type of practice called concerted cultivation. Concerted cultivation involves parents organizing children's daily activities, using reasoning skills in talking with children, and teaching them how to interact with the institutions around them. Using the Nationa

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28

Ru, Chelsea Chew Liang. "Parenting processes associated with academic self-regulation : a cross-cultural comparison between Australia and Singapore /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18459.pdf.

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29

Tang, Lai-luen, and 鄧麗聯. "Exploring the role of cultural capital in forming the relationship between teacher expectation and academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196042X.

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30

Dorobantu, Monica. "An integrated model of achievement goals and self-regulated action : identifying domain, cultural and temporal effects." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14851.

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The main purpose of this thesis was to investigate the fit between four achievement goals, personal goal attributes and self-regulation strategies, and the generalisation of goal-strategy patterns to (1) different life domains (academic and physical activity settings), (2) two cultures (individualistic/the UK and collectivistic/Romania) and (3) over time, in two contexts (academic and sport university settings) in the UK. Additionally, differences between high level English and Romanian athletes in self-construals (individualism versus collectivism), achievement goals and self-regulation proce

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31

Nguyen, Sang Ngoc. "The role of cultural factors affecting the academic achievement of Vietnamese/refugee students: A case study." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282908.

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This dissertation reports the findings of a case study on the role of cultural factors affecting the academic achievement of Vietnamese immigrant students. The study involves six adolescents from three recent Vietnamese immigrant families: the students' school performance is mixed, some do well in school, others do not do as well. The study focuses on how cultural values or factors, especially a strong and unrelenting Vietnamese emphasis on education, combine with opportunities and restrictions in the local environment, the context of reception, to affect the students' achievement. The finding

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Robertson, Kandace Cheryee. "Native American Parent Perceptions of their Children's Success in Reading and Mathematics." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7836.

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The focus of this study was on how to help narrow the achievement gap between Native American students and their non-Native peers in an urban Oklahoma school district. A qualitative case study approach was used to answer the questions of how parents of Native American students perceive their children's academic success in reading and mathematics in Grade 1- Grade 12 and why they believe their children have consistently (or historically) performed below district, state, and national expectations in these subjects in an attempt to better understand the achievement gap. Progress reports, institut

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33

Roley, Sheila Eagan. "Creativity, cultural proficiency and self-efficacy in rural school principals : the relationship to reducing the achievement gap for low income students /." connect to dissertation online, 2008. http://pqdtopen.proquest.com/#abstract?dispub=3344749.

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34

Parker, Rachelle Galanti. "An ethnographic case study of the possible relationships between gender and achievement in a high school classroom /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10623966.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1986.<br>Typescript; issued also on microfilm. Sponsor: Ray McDermott. Dissertation Committee: Karen Kepler Zumwalt. Bibliography: leaves 247-249.

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35

Otsuka, Setsuo. "Cultural Influences on Academic Performance in Fiji: A Case Study in the Nadroga/Navosa Province." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1416.

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At an upper level of education, especially Forms 5, 6 and 7 of secondary school and in tertiary institutions, Indo-Fijian students often perform better than their ethnic Fijian counterparts. This pattern of ethnic difference in academic performance is a long standing one, lasting over 70 years. However, both ethnic groups have been participants in the same educational system in Fiji. Educational policies have been implemented to reduce this difference. This present case study argues that there are cultural differences of values, beliefs and practices with respect to educational achievement amo

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Otsuka, Setsuo. "Cultural Influences on Academic Performance in Fiji: A Case Study in the Nadroga/Navosa Province." University of Sydney, 2006. http://hdl.handle.net/2123/1416.

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Doctor of Education (Ed.D.)<br>At an upper level of education, especially Forms 5, 6 and 7 of secondary school and in tertiary institutions, Indo-Fijian students often perform better than their ethnic Fijian counterparts. This pattern of ethnic difference in academic performance is a long standing one, lasting over 70 years. However, both ethnic groups have been participants in the same educational system in Fiji. Educational policies have been implemented to reduce this difference. This present case study argues that there are cultural differences of values, beliefs and practices with respect

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37

Wilkins, Natalie Jayne. "Family Processes Promoting Achievement Motivation and Perceived School Competence among Latino Youth: A Cultural Ecological-Transactional Perspective." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/psych_diss/44.

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This longitudinal study uses a cultural ecological-transactional perspective (Garcia-Coll, et. al., 1996; Kuperminc, et al., in press) to examine whether relational factors (familism and parental involvement) predict processes of motivation and achievement one year later among 199 Latino adolescents from immigrant families. Parent involvement predicted higher present-oriented and future-oriented motivation, and familism predicted higher present-oriented motivation. Future-oriented motivation predicted higher perceived school competence, while present-oriented motivation predicted lower perceiv

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38

Burney, Virginia H. "The relationship of socio-cultural contextual factors in schools with academic achievement in adolescents of high ability." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1370877.

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This study identified school and district level variables relevant to the relationship among advanced academic achievement, as defined by a score of 3, 4, or 5 on at least one Advanced Placement exam, and high school context, opportunities for social support and advanced academics, and district support for high ability students in grades K-12. Using school and district-level data from the Indiana Department of Education (IDOE), district level data on services for high ability students from the IDOE Division of Exceptional Learners, and school-level data from College Board, 49 variables are des

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Fagan, Tamara. "Stereotypes, Perceptions of Similarity, and Cultural Identity: Factors That May Influence the Academic Achievement of Immigrant Students." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5936.

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For decades, the United States has been known as the nation of immigrants due to the increasing number of immigrant students in the public school system. Although the population of immigrant students steadily increases annually, American society still pressures immigrants into acculturation to fulfill the United States ideals of academic achievement despite the United States claim of multiculturalism (Malcolm & Lowery, 2011). This research focuses on 1st- and 2nd generation immigrant students' strife of acceptance in U.S. culture, while sill preserving their own native culture, and the influ

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40

Wilkins, Natalie J. "Family processes promoting achievement motivation and perceived school competence among Latino youth a cultural ecological-transactional perspective /." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-04072009-192738/.

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Thesis (Ph. D.)--Georgia State University, 2009.<br>Title from file title page. Gabriel Kuperminc, committee chair; Christopher Henrich, Joel Meyers, Julia Perilla, committee members. Description based on contents viewed June 18, 2009. Includes bibliographical references (p. 50-57).

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Geiges, Beth J. "Pedagogy for Reading in Rural Alaska| The Effect of Culturally Relevant Reading Materials on Student Reading Achievement in Chevak, Alaska." Thesis, University of Alaska Fairbanks, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685938.

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<p> This study used Culturally Relevant Reading materials (CRRM) with a proprietary, culturally relevant pedagogy for Reading. It was focused on results in Reading Achievement, both reading fluency and comprehension, involving 7<sup>th</sup> and 8<sup>th</sup> grade students in a twelve (12)-week program of Reading Language Arts. It was an exploratory sequential mixed methods study using a quasi-experimental design, with two student groups, A and B, experimental and control respectively. The results are situated within cultural expert views of Native perspectives on reading from the community

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42

Chan, Siu-wah, and 陳少華. "Explaining education success with special reference to Bourdieu's theory of cultural capital." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959994.

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43

Rickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1229.

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The major purposes of this study were to provide validation data for the Questionnaire on Teacher Interaction (QTI) with a large Australian sample and examine the relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The sample from lower secondary science classrooms in Australia consisted of 3,215 students in 158 classes in 43 schools in two Australian states, namely Tasmania and Western Australia. The sample was chosen carefully so as to be representative, though only co-educational classes were used in order to permit an unconfou

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44

Cotton, Marsha Nader. "Comparisons of aptitude and achievement patterns of Asian-American and Caucasian-American students." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185500.

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A dearth of research exists to explain the disproportionately high level of academic achievement by Asian-Americans. Little attempt has been made to investigate indepth the relationship of several proposed factors to Asian achievement. The purpose of this study was to explore differences between Asian-Americans and Caucasian-Americans in cognitive ability, language proficiency, and achievement in reading, mathematics, and general knowledge. Forty-six Asian-Americans and forty-six Caucasian-Americans from the norming sample for the Woodcock-Johnson Psychoeducational Battery-Revised (WJ-R) (1989

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45

Zuk, Patrick. "A.J. Potter (1918-1980) : the career and creative achievement of an Irish composer in social and cultural context." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2911/.

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A. J. Potter (1918-1980) was one of the most significant composers working in Ireland in the latter part of the twentieth century. This thesis surveys his career and creative achievement, which have not hitherto been subjected to detailed scrutiny. The opening chapter presents a biographical overview: its first part outlines the circumstances of Potter's childhood and early adulthood, including his studies with Vaughan Williams at the Royal College of Music in London, his period of service in the British Army during World War II and his subsequent three-year sojourn in Africa; the second conti

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46

Seepersad, Rehana. "Island Diasporas: Perceptions of Indo-Caribbean Protégés Regarding the Effects of their Cross-Cultural Mentoring Experiences in the United States." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/670.

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Mentoring is defined as an “intense caring relationship in which persons with more experience work with less experienced persons to promote both professional and personal development” (Caffarella, 1992, p. 38). It is “a powerful emotional, and passionate interaction whereby the mentor and protégé experience…intellectual growth and development” (Galbraith & Zelenak, 1991, p. 126). In cross-cultural mentoring, mentors and protégés from different cultures confront social and cultural identities, goals, expectations, values, and beliefs (Cross & Lincoln, 2005) to “achieve a higher level of potency

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Cooke-Rivers, Jacqueline Olga. "On the Nature of Cultural Capital: The Reinforcing Action of Non-Elite Forms and Racial Differences in Student Achievement in the Middle Class." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13070039.

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This dissertation argues that cultural capital is self-reinforcing in nature. This conjecture is explored through the analysis of sixth-four semi-structured interviews with black and white middle class parents. The first phase of the analysis investigates how the use of one form of non-elite cultural capital, racial socialization, varies among middle class black parents and how it is related to their deployment of elite forms of parental cultural capital. Throughout the dissertation elite parental cultural capital is operationalized as parents' educational aspirations, parental encouragement o

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48

Grubb, Henry Jefferson. "Intellectual assessment and prediction: an analysis of cultural involvement based on the culutrual-distance hypothesis." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52294.

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This paper explores socio-cultural factors which lead to group performance differences on IQ tests and learning tasks in an attempt to determine empirically if the Cultural-Distance Approach hypothesis is useful in accounting for these differences. The Cultural-Distance Approach, briefly stated, suggests that a sub-culture's distance from the major culture on which questions of a test are based and validated will determine that sub-culture's sub-score pattern. Results of the present study indicate that although Blacks and Whites perform similarly on-learning tasks, they perform differently on

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Robinson, Jeanene Nicole. ""With liberty and justice for all" assessing cultural competency in schools /." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1120058449.

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Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2005.<br>Title from second page of PDF document. Document formatted into pages; contains [3], vi, 75 p. : ill. Includes bibliographical references (p. 35-37).

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Ra'oof, Miranda L. "Afrocentric Pedagogy as a Transformative Educational Practice." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600106.

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<p> This mixed-methods study analyzed the effectiveness of the practices and attitudes of selected African American teachers who use culturally relevant and responsive Afrocentric pedagogies as the instructional foundation for improved academic outcomes with their African American students. The theory of Afrocentricity was used as the philosophical framework to study their pedagogy. Afrocentricity is a mode of thought and practice in which in African people are placed at the center of their own history and culture; engages them as subjects rather than objects; and approaches them with respect

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