dr. william allan kritsonis, dissertation chair for grace thomas nickerson, dissertation defense ppt

September 17, 2008 Grace Thomas Nickerson 1

FACTORS THAT IMPACT THE ACADEMIC ACHIEVEMENT OF MINORITY STUDENTS:

A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN-AMERICAN, AND HISPANIC

STUDENTS IN LARGE URBAN SCHOOL DISTRICTS

A Dissertation Defense By

Grace Thomas Nickerson


Committee Members

William Allan Kritsonis, Ph.D.(Dissertation Chair)

Douglas Hermond, Ph. D.(Member)

David Herrington, Ph.D.(Member)

Camille Gibson, Ph.D.(Outside Member)


Dissertation Defense Format

I. Theoretical Framework

II. Purpose of the Study

III. Research Question

IV. Null Hypothesis

V. Methods: Subjects

VI. Methods: Instrumentation

VII. Methods: Quantitative

VIII. Quantitative Pilot Study

IX. Major Findings

X. Review of Literature

XI. Practical Recommendations

XII. Recommendations for Further Study


Theoretical FrameworkFACTORS THAT IMPACT THE ACADEMIC ACHIEVEMENT OF

MINORITY STUDENTS: A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN-

AMERICAN, AND HISPANIC STUDENTS IN LARGE URBAN SCHOOL DISTRICTS

FREQUENCY OF STUDY MODESPRACTICED

(Group and individual)PARENTAL INVOLVEMENT

TIME SPENT ON HOMEWORK

ACADEMIC ACHIEVEMENT OF MINORITY STUDENTS (Asian American, African American, and Hispanic Students)


Purpose of the Study

The purpose of the study is to determine the differences among Asian American, Hispanic, and African American students with respect to parental involvement, time spent on homework, frequency of individual study modes, and frequency group study modes.


Research Questions

1. How do Asian American, Hispanic, and African American students at selected high schools compare with respect to parental involvement, time spent homework, frequency of individual study modes, and frequency of group study modes?

2. What are the differences when studying English, Mathematics, Science and Social Studies among Asian American, Hispanic, and African students with respect to parental involvement, time spent on homework, frequency of individual study modes, and frequency of group study modes?


Null Hypothesis

Ho1 : There are no statistically significant difference among Asian American, Hispanic, and African American

students with respect to parental involvement, time spent on English homework, frequency of individual study modes, and frequency of group study modes.


Null Hypothesis


students with respect to parental involvement, time spent on Mathematics homework, frequency of

individual study modes, and frequency of group study modes.


Null Hypothesis


students with respect to parental involvement, time spent on Science homework, frequency of individual study modes, and frequency of group study modes.


Null Hypothesis


students with respect to parental involvement, time spent on Social Studies homework, frequency of individual study modes, and frequency of group study modes.


METHODS


Methods

Subjects of the Study 713 High School Seniors, 18 years old

from 5 urban school districts in Southeast Texas


Method: Instrumentation

Six-Point, Likert-type Instrument

What Influenced Your Academic Achievement Questionnaire

Five Sections with a total of 26 questions

Instrument measured the amount of Influence from1. Parental Involvement2. Time Spent on

Homework3. Frequency of Group

Study Modes4. Frequency of

Individual Study Modes


Method: Instrumentation Questionnaire Components

Demographics (4 questions)

Parental Involvement (8 questions) Range : 0 – 48

Time Spent on Homework (6 questions) Range: 0 – 36

Frequency of Individual Study Modes (4 questions) Range: 0 – 24

Frequency of Group Study Modes (4 questions) Range: 0 - 24

Weights of Responses 1:Never/0-5 Hours,

2: Rarely/5-10 Hours, 3: Sometimes/10-25

Hours, 4: Often/15–20 Hours,

5: Very Often/ 20–25 Hours,

6: Always/25+ Hours


Methods: Quantitative

Descriptive Statistics

One – Way ANOVA


Methods: Quantitative

Independent Variables – The academic Achievement of minority students: Asian American, African American, and Hispanic Students

Dependent Variables – The influence of Parental Involvement, Time Spent on Homework, Frequency of Group Study Modes and Frequency of Individual Study Modes


Methods: Quantitative Pilot

The questionnaire was piloted to students that are high school seniors to ensure that the meanings of the questions on the questionnaire are clear and pertinent to the study, and the answers given by the respondents are the answers needed by the investigator. The students that participated in the study

were Asian American, African American and Hispanic high school seniors.


Major Findings2006 – 2007 Campus Demographics Percentages

for the Campuses involved in the Study. (TEA 2006 – 2007 AEIS Report)

CAMPUS ASIAN AMERICAN

AFRICAN AMERICAN

HISPANIC

Campus 1 0.2% 82.7% 14.5%

Campus 2 6.0% 35.8% 11.5%

Campus 3 1.5% 90.8% 5.5%

Campus 4 2.1% 32.2% 54.1%

Campus 5 0.2% 7.3% 87.1%


Major Findings2006 – 2007 Campus TAKS Passing Percentages for the Campuses involved in the Study. (TEA 2006 – 2007 AEIS Report)

CAMPUS CAMPUS SCORE

ASIAN AMERICAN

HISPANIC AFRICAN AMERICAN

Campus 1 44% * 34% 46%

Campus 2 73% 90% 63% 57%

Campus 3 56% * 22% 57%

Campus 4 62% 84% 59% 59%

Campus 5 57% * 59% 35%

*Indicates results are masked due to small numbers to protect student confidentiality


Major Findings :Research Question 11. How do Asian American, Hispanic, and

African American students at selected high schools compare with respect to parental involvement, time spent homework, frequency of individual study modes, and frequency of group study modes?


Major Findings :Research Question 1

FACTORS ASIAN AMERICAN

HISPANIC AFRICAN AMERICAN

PARENTAL INVOLVMENT

25.70 23.82 26.08


9.90 9.18 9.86

INDIVIDUAL STUDY MODES

12.30 10.76 11.36

GROUP STUDY MODES

10.20 8.35 8.12

Descriptive Statistics (Compare Means) on Parental involvement, Time Spent on Homework, Individual Study Modes, and Group Study Modes based on Ethnicity (N=713)


Major Findings:Research Question 1 (Parental Involvement)


Major Findings:Research Question 1(Time Spent on Homework)


Major Findings:Research Question 1(Frequency of Individual Study Modes)


Major Findings: Research Question 1(Frequency of Group Study Modes)


Major Findings :Research Question 1 and 2

FACTOR ETHNICITY MEAN SIG.

PARENTAL INVOLVEMENT

Asian American Hispanic African American

.54-1.71

.99

.93

Hispanic Asian American African American

-.54-2.26*

.99

.03

African American Asian American Hispanic

1.712.26*

.93

.03

One-Way ANOVA (Compare Means) Parental involvement based on Ethnicity (N=713) Sig.: p≤0.05


Major Findings:Research Questions 1 and 2



(English, Math, Science, and Social

Studies)


.71

.04.90

1.00


-.71-.67

.90

.26


-.04.67

1.00.16

One-Way ANOVA (Compare Means) Time Spent on Homework (English, Math, Science, and Social Studies)

based on Ethnicity (N=713) Sig.: p≤0.05




FREQUENCY OF INDIVIDUAL STUDY

MODES(English, Math,

Science, and Social Studies)


1.53.94

.87

.97


-1.53-.59

.87

.85


-.94.59

.97

.85

One-Way ANOVA (Compare Means) Frequency of Individual Study Modes (English, Math, Science, and Social

Studies) based on Ethnicity (N=713) Sig.: p≤0.05




FREQUENCY OF GROUPS STUDY

MODES (English, Math,

Science, and Social Studies)


1.842.07

.47

.33


-1.84.23

.47

.98


-2.07-.23

.33

.98

One-Way ANOVA (Compare Means) Frequency of Group Study Modes (English, Math, Science, and Social

Studies) based on Ethnicity (N=713) Sig.: p≤0.05


Major Findings:One-Way ANOVA(Research Questions 1 & 2) Parental Involvement

Statistically Significant difference between Hispanic and African American students (Reject the Null Hypothesis)

Time Spent on Homework (English, Math, Science, And Social Studies) No statistically significant differences among the minority groups

(Accept the Null Hypothesis)

Frequency of Individual Study Modes (English, Math, Science, And Social Studies) No statistically significant differences among the minority groups


Frequency of Group Study Modes (English, Math, Science, And Social Studies) No statistically significant differences among the minority groups



Conclusions

There are no statistically significant differences among Asian American, Hispanic and African American students with respect to parental involvement, time spent on homework, frequency of individual study modes and frequency of group study modes.

There is, however, a statistically significant difference among Hispanics and African Americans with regard to parental involvement.


Review of Literature


Review of Literature:The Model Minority

Ellington (2005) - Not only are the academic achievement levels higher than other minorities, but Asians out-perform their peers in

almost every arena… Recent statistics indicate that well over 95% of Japanese are literate. Currently, over 95% of Japanese high school students graduate compared to the 89% of

American students.

Doan (2006) - The stereotype of being the model minority hurts at-risk Asian American students. At-risk Asian American students

continue to be ignored or undeserved because of the success of the entire group. When success of the Asian American group is highlighted, educators and the general public direct their attention

to at-risk students of other ethnicities, forgetting that Asian American students can also be at-risk.

Shimahara(2001) - Asian Americans, see the United States as a land of

opportunity compared to their situation back home. They are generally optimistic and trusting of U.S. society, and work

hard in school and in their jobs to succeed.


Review of Literature:Social Factors that Impact the Academic Achievement of African American Students

Lew (2006) - Involuntary minorities who were forcefully incorporated into the U. S. tend to attribute academic success with

“whiteness” and thus reject school success with their own ethnic and racial identities.

Chubb (2002) - Social scientists confidently predicted that after the Supreme Court decision, Brown v. Board of Education, 1954,

that the academic gap among minorities would soon be eliminated. However, this did not occur. Academic success of African Americans went from abysmal to merely terrible

Bennett (2004) - African American students in particular are likely to experience doubts about their acceptance in educational

institutions and such concerns are likely to be accentuated in academic environments that high achieving minority students strive for.


Review of Literature:Social Factors that Impact the Academic Achievement of Hispanic Students

Ramirez (2005) - Hispanic students tend to be poorer, attend more segregated schools and live in urban areas. However, current guidelines and educational practices mandated for Hispanic students are built on such assumptions and have had the unintended consequence of damaging the students’ futures, education and otherwise.

Cammarota (2006) - According to some Hispanic youth, the assumption of their intellectual inferiority is the most significant obstacle in their academic pursuits

Sparks (2002) - studies have shown lower academic attainment for second- and third- generation Latino students, so

recent immigration or limited English language proficiency cannot be responsible for the entire gap


Review of Literature:Parental Involvement (Research Question 1 & 2)

Stewart (2007) - Parents can promote children’s cognitive development and academic achievement directly by becoming involved in their children’s educational activities.

Gregory (2000) - The more involved parents are in their children’s education, at home and at school, the more successful children will be academically and socially. Teachers report more positive feelings about their teaching and schools when there is a greater degree of parent

involvement. Epstein (2002) – Strong academic outcomes among middle

level and high school students were associated with communication between parents and school personnel about the child’s schooling and future plans.


Review of Literature: Time Spent on Homework(Research Question 1 & 2) Wong (1986) - An interesting, and for some a discouraging feature of

contemporary high school education, is the finding that more Hispanic and African American students and between 1 to 8 %

of the Asian students report not doing any homework or spending less than one hour per week on it.

Freeman (1995) - The amount of school hours is different between the United States and Asian nations. Japanese students, for example, spend more days in school and study more hours studying after school. Thus, having more hours of instruction and practice in a given subject than American students of the same age, the Japanese students naturally tend to score higher.

Xu (2004) - Doing homework often can create a foundation for developing desirable work habits since “regardless of the homework’s intellectual content, there is a need to deal with distractions, and a role for emotional coping, task force, and persistence.”


Review of Literature:Frequency of Group and Individual Study Modes (Research Question 1 & 2)

Lambert (2006) - The way a student studies determines what knowledge is retained and learned, what concepts are understood and how a student can apply what is

learned. Although secondary level teachers often assume that all students have acquired sufficient study skills by the time they reach high school, many have not

Slavin (1980) - Learning team techniques have generally had positive effects on such student outcomes as academic achievement and mutual attraction among students.

Group forms of study habits increase academic achievement.

Decoker (2002) - Rapid learners can help those who are slower, and students who do not understand the lesson can ask questions of the fast learners


RECOMMENDATIONS


Practical Recommendations

1. Teachers may need to implement the use of effective study habits in order for students to learn content at their optimal level.

2. Parents need to take an active, participatory role in the education of their child. When schools attempt to reach out to parents, parents need to be willing to meet schools half way.

3. Policies and standards that are created and implemented on the state and district levels need to accommodate the students and not the interest or agendas of lobbyists, bureaucrats, or unions.


Practical Recommendations4. Also when creating state test, the

understanding that not all students come from like backgrounds or experiences need to be taken into account.

5. When donating money, educational foundations that award grants need to ensure that the programs that they fund enhance the education of all students.

6. The standardized tests that are used in education need to be modified to adequately test all students of every race and background.


Recommendations for Further Study A study should be conducted to investigate

individual test scores to be compared to the impact of parental involvement, time spent on homework, frequency of individual study modes and frequency of group study modes on individual students.

The study should also include a qualitative component such as interviews to introduce the importance of cultural and social beliefs and values on minority students’ education.


Recommendations for Further Study A study could be conducted to investigate a difference among

minority groups in urban and rural school districts with respect to parental involvement, time spent on homework, frequency of individual study modes and frequency of group study modes with a comparison of cultural and social beliefs and values between the students enrolled in the urban and suburban school districts.

A study could also be conducted to include a qualitative component of parents and their children and their insight on what impacts the academic achievement of their child based on parental involvement, time spent on homework, frequency of individual study modes, frequency of group study modes, cultural and social beliefs and values.


FACTORS THAT IMPACT THE ACADEMIC ACHIEVEMENT OF MINORITY STUDENTS: A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN-AMERICAN, AND HISPANIC STUDENTS IN LARGE URBAN SCHOOL DISTRICTS

A Dissertation Defense By

Grace Thomas Nickerson

dr. william allan kritsonis, dissertation chair for grace thomas nickerson, dissertation defense ppt

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