Browsing by Subject "African American students -- Research"
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Item The Effects of Perceived Parental Involvement and Value of Achievement on Student Achievement in Inner-City African American 7th Grade Males(2014-07) Dempsey, Heather; Masters of EducationThis correlational study examined the relationships between perceptions parental involvement, beliefs about work and achievement, and students’ academic achievement. Previous research indicates that parental involvement in school activities benefits students’ academic success. However, the definition of “parental involvement” varies between ethnic, racial, and socioeconomic groups. Previous research has indicated that one program or type of “involvement” does not have the same effect for all students, and in fact, different populations require different levels and types of involvement to ensure success. The current study used a convenience sample and examined correlations between both students’ and parents’ perceptions of parental involvement, personal achievement values, and students’ actual academic achievement, defined by their GPA’s. No significant correlations were found between parental involvement, personal beliefs about achievement, and GPA. However, significant positive correlations were found between students’ and parents’ ratings of parental involvement and their beliefs about work and achievement, suggesting these perceptions were in accord with one another. While results of the study were inconclusive in determining the effectiveness of values and parental involvement on grades, they did yield some interesting findings and considerations for future research in this area.Item The Exploration of the Relationships Between African American Students and their Non-African American Teachers and the Impact on Student Achievement(2011-07) Griffin, Kortney; Masters of EducationThe purpose of this study was to examine the relationships between African American students and their non-African American teachers through student perception and achievement. The measurement tool was a perception survey. The researcher analyzed a 23-question, Likertstyle survey completed by student participants that determined their views on school, teachers, and their perspective on individual relationships with their teacher. The questions sought to identify information about the students’ general perceptions of school and teacher qualities. The questions also sought information on students’ perceptions of actually receiving these qualities from their teachers. The results indicated that students, regardless of their academic achievement, value particular traits in their teachers. The results also indicate that students experience these qualities more frequently in teachers that have similar cultural backgrounds to them despite no correlation to student achievement.