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8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense

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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 SCHOOLDISTRICTS

A Dissertation DefenseBy

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. TheoreticalFramework

II. Purpose of the Study

III. Research Question

IV. Null Hypothesis

V. Methods: Subjects

VI. Methods:Instrumentation

VII. Methods: Quantitative

VIII. Quantitative PilotStudy

IX. Major Findings

X. Review of Literature

XI.

PracticalRecommendations

XII. Recommendations forFurther Study




Theoretical Frameork FACTORS THAT IMPACT THE ACADEMIC ACHIEVEMENT OF

MINORITY STUDENTS: A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN- AMERICAN, AND HISPANIC STUDENTS IN LARGE URBAN

SCHOOL DISTRICTS

FREQEN!" #F ST$" %#$ES

&R'!T(!E$

)Gro*p an+ in+ii+*a-.

&'RENT'/ (N#/E%ENT

T(%E S&ENT #N #%E#R

'!'$E%(! '!(EE%ENT #F %(N#R(T" ST$ENTS

)'sian 'merican, 'rican 'merican, an+ ispanic St*+ents.




!"rpose of the St"#$

The purpose of the study is to determinethe differences among Asian American,Hispanic, and African American students

with respect to parental involvement,time spent on homework, frequency ofindividual study modes, and frequency

group study modes6



September 17, 200 Grace Thomas Nickerson

%esearch &"estions

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

frequency of individual study modes, and frequency ofgroup study modes?




N"ll '$pothesis

Ho1 : There are no statistically significant

difference among Asian American,Hispanic, and African American

students with respect to parentalinvolvement, time spent on Englishhomework, frequency of individual

study modes, and frequency of groupstudy modes.




N"ll '$pothesis



students with respect to parentalinvolvement, time spent on Mathematicshomework, frequency of individual




September 17, 200 Grace Thomas Nickerson

N"ll '$pothesis



students with respect to parentalinvolvement, time spent on Sciencehomework, frequency of individual





N"ll '$pothesis



students with respect to parentalinvolvement, time spent on SocialStudies homework, frequency of

individual study modes, andfrequency of group study modes.




M(T')DS




Metho#s

Subjects of the Study

713 High School Seniors, 18 years oldfrom 5 urban school districts in

Southeast Texas




Metho#* +nstr"mentation

Six-Point,

Likert-typeInstrument

What InfluencedYour Academic

AchievementQuestionnaire

Five Sections with atotal of 26 questions

Instrumentmeasured theamount of Influencefrom1.Parental Involvement

2. Time Spent onHomework

3.Frequency of Group

Study Modes4.Frequency ofIndividual StudyModes




Metho#* +nstr"mentation

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 (4questions) 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/10-25Hours,

4: Often/15–20 Hours,

5: Very Often/ 20–25Hours,

6: Always/25+ Hours




Metho#s* &"antitatie

Descriptive Statistics

One – Way ANOVA




Metho#s* &"antitatie

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

Hispanic Students

Dependent Variables – The influence ofParental Involvement, Time Spent onHomework, Frequency of Group StudyModes and Frequency of IndividualStudy Modes




Metho#s* &"antitatie !ilot

The questionnaire was piloted tostudents that are high school seniors toensure that the meanings of the

questions on the questionnaire are clearand pertinent to the study, and theanswers given by the respondents arethe answers needed by the investigator.

The students that participated in the study were Asian American, African American andHispanic high school seniors.




Ma-or Fin#in.s200/ 2007 Camp"s Demo.raphics !ercenta.es

for the Camp"ses inole# in the St"#$

T(3 200/ 2007 3(+S %eport4

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%




Ma-or Fin#in.s200/ 2007 Camp"s T35S !assin. !ercenta.es forthe Camp"ses inole# in the St"#$ T(3 200/

2007 3(+S %eport4

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%

9(n+icates res*-ts are maske+ +*e to sma-- n*mbers to protect st*+ent coni+entia-it:




Ma-or Fin#in.s *%esearch &"estion 1

1.How do Asian American, Hispanic, and African American students at selectedhigh schools compare with respect to

parental involvement, time spenthomework, frequency of individual studymodes, and frequency of group study

modes?




Ma-or Fin#in.s *%esearch &"estion 1FACTORS ASIAN

AMERICAN

HISPANIC AFRICAN

AMERICAN

PARENTAL

INVOLVMENT

25.70 23.82 26.08

TIME SPENT ONHOMEWORK

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 onHomework, Individual Study Modes, and Group Study Modes based onEthnicity (N=713)




Ma-or Fin#in.s*%esearch &"estion 1

!arental +nolement4





Time Spent on 'omeork4





Fre6"enc$ of +n#ii#"al St"#$ Mo#es4





Fre6"enc$ of Gro"p St"#$ Mo#es4




Ma-or Fin#in.s *%esearch &"estion 1 an# 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

1.71

2.26*

.93

.03

One-Way ANOVA (Compare Means)

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




Ma-or Fin#in.s*%esearch &"estions 1 an# 2


TIME SPENT ON

HOMEWORK(English, Math,

Science, and Social

Studies)

Asian American

Hispanic

African American

.71

.04

.90

1.00


African American

-.71

-.67

.90

.26

African American

Asian American

Hispanic

-.04

.67

1.00

.16


Time Spent on Homework (English, Math, Science, and Social Studies) basedon Ethnicity (N=713) Sig.: p≤0.05






FREQUENCY OF

INDIVIDUAL STUDYMODES

(English, Math,

Science, and Social

Studies)

Asian American

Hispanic

African American

1.53

.94

.87

.97


African American

-1.53

-.59

.87

.85

African American

Asian American

Hispanic

-.94

.59

.97

.85


Frequency of Individual Study Modes (English, Math, Science, and Social Studies) based on Ethnicity (N=713) Sig.: p≤0.05






FREQUENCY OF

GROUPS STUDYMODES

(English, Math,

Science, and Social

Studies)

Asian American

Hispanic

African American

1.84

2.07

.47

.33


African American

-1.84

.23

.47

.98

African American

Asian American

Hispanic

-2.07

-.23

.33

.98


Frequency of Group Study Modes (English, Math, Science, and Social Studies) based onEthnicity (N=713) Sig.: p≤0.05




Ma-or Fin#in.s*)nea$ 3N)93 %esearch &"estions 1 : 24 Parental Involvement

Statistically Significant difference between Hispanic and African Americanstudents(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 (Accept the Null Hypothesis)

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

(Accept the Null Hypothesis)




Concl"sions

There are no statistica--: si;niicant+ierences amon; 'sian 'merican, ispanican+ 'rican 'merican st*+ents <ith respect to

parenta- ino-ement, time spent onhome<ork, re=*enc: o in+ii+*a- st*+:mo+es an+ re=*enc: o ;ro*p st*+: mo+es6

There is, ho<eer, a statistica--: si;niicant

+ierence amon; ispanics an+ 'rican 'mericans <ith re;ar+ to parenta-ino-ement6



September 17, 2008 Grace Thomas Nickerson ;2

%eie of <iterat"re




%eie of <iterat"re*The Mo#el Minorit$

Ellington (2005) - Not only are the academic achievement levels higherthan other minorities, but Asians out-perform their peers inalmost every arena… Recent statistics indicate that well over95% of Japanese are literate. Currently, over 95% of Japanesehigh school students graduate compared to the 89% of Americanstudents.

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 theentire group. When success of the Asian American group ishighlighted, 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 aregenerally optimistic and trusting of U.S. society, and work hard inschool and in their jobs to succeed.




%eie of <iterat"re*Social Factors that +mpact the 3ca#emic

3chieement of 3frican 3merican St"#ents

Lew (2006) - Involuntary minorities who were forcefully incorporatedinto the U. S. tend to attribute academic success with “whiteness”and thus reject school success with their own ethnic and racialidentities.

Chubb (2002) - Social scientists confidently predicted that after theSupreme Court decision,Brown v. Board of Education, 1954, thatthe 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 toexperience doubts about their acceptance in educational

institutions and such concerns are likely to be accentuated inacademic environments that high achieving minorityst*+ents strie

or6




%eie of <iterat"re*Social Factors that +mpact the 3ca#emic

3chieement of 'ispanic St"#ents

Ramirez (2005) - Hispanic students tend to be poorer,attend more segregated schools and live in urban areas.However, current guidelines and educational practicesmandated for Hispanic students are built on such assumptions

and have had the unintended consequence of damaging thestudents’ futures, education and otherwise.

Cammarota (2006) - According to some Hispanic youth, theassumption of their intellectual inferiority is the most

significant obstacle in their academic pursuits

Sparks (2002) - studies have shown lower academic attainmentfor second- and third- generation Latino students, so recentimmigration or limited English language proficiency cannot

be responsible for the entire gap




%eie of <iterat"re*!arental +nolement %esearch &"estion 1 : 24

Stewart (2007) - Parents can promote children’s cognitivedevelopment and academic achievement directly by

becoming involved in their children’s educational activities.

Gregory (2000) - The more involved parents are in theirchildren’s education, at home and at school, the moresuccessful 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 withcommunication between parents and school personnel aboutthe child’s schooling and future plans.




%eie of <iterat"re* Time Spent on 'omeork %esearch &"estion 1 : 24 Wong (1986) - An interesting, and for some a discouraging feature of

contemporary high school education, is the finding that moreHispanic and African American students and between 1 to 8 % ofthe Asian students report not doing any homework or spendingless than one hour per week on it.

Freeman (1995) - The amount of school hours is different between theUnited States and Asian nations. Japanese students, for example,spend more days in school and study more hours studying afterschool. Thus, having more hours of instruction and practice in agiven 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 fordeveloping desirable work habits since “regardless of the homework’sintellectual content, there is a need to deal with distractions, and a rolefor emotional coping, task force, and persistence.”




%eie of <iterat"re*Fre6"enc$ of Gro"p an# +n#ii#"al St"#$ Mo#es%esearch &"estion 1 : 24

Lambert (2006) - The way a student studies determines whatknowledge is retained and learned, what concepts are

understood and how a student can apply what is learned. Although secondary level teachers often assume that allstudents have acquired sufficient study skills by the time theyreach high school, many have not

Slavin (1980) - Learning team techniques have generally hadpositive effects on such student outcomes as academicachievement 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 askquestions of the fast learners



September 17, 2008 Grace Thomas Nickerson ;=

%(C)MM(ND3T+)NS




!ractical %ecommen#ations

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

2. Parents need to take an active, participatory rolein the education of their child. When schoolsattempt to reach out to parents, parents need to

be willing to meet schools half way.

3. Policies and standards that are created andimplemented on the state and district levels needto accommodate the students and not the interestor agendas of lobbyists, bureaucrats, or unions.




!ractical %ecommen#ations

4. Also when creating state test, theunderstanding that not all students comefrom like backgrounds or experiences need to

be taken into account.

5. When donating money, educationalfoundations that award grants need to ensurethat the programs that they fund enhance theeducation of all students.

6. The standardized tests that are used ineducation need to be modified to adequatelytest all students of every race and

background.




%ecommen#ations for F"rtherSt"#$ A study should be conducted to investigateindividual test scores to be compared to theimpact of parental involvement, time spent onhomework, frequency of individual study

modes and frequency of group study modeson individual students.

The study should also include a qualitative

component such as interviews to introducethe importance of cultural and social beliefsand values on minority students’ education.




%ecommen#ations for F"rtherSt"#$ A study could be conducted to investigate a difference amongminority groups in urban and rural school districts with respectto parental involvement, time spent on homework, frequency ofindividual 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 qualitativecomponent of parents and their children and their insight on

what impacts the academic achievement of their child based onparental involvement, time spent on homework, frequency ofindividual 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 URBANSCHOOL DISTRICTS

A Dissertation DefenseByGrace Thomas Nickerson

william allan kritsonis, phd, dissertation chair/major professor for grace thomas nickersongrace...

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