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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 SCHOOL DISTRICTS
A Dissertation Defense By
Grace Thomas Nickerson
September 17, 2008 Grace Thomas Nickerson 2
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)
September 17, 2008 Grace Thomas Nickerson 3
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
September 17, 2008 Grace Thomas Nickerson 4
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)
September 17, 2008 Grace Thomas Nickerson 5
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.
September 17, 2008 Grace Thomas Nickerson 6
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?
September 17, 2008 Grace Thomas Nickerson 7
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.
September 17, 2008 Grace Thomas Nickerson 8
Null Hypothesis
Ho2 : There are no statistically significant difference among Asian American, Hispanic, and African American
students with respect to parental involvement, time spent on Mathematics homework, frequency of
individual study modes, and frequency of group study modes.
September 17, 2008 Grace Thomas Nickerson 9
Null Hypothesis
Ho3 : There are no statistically significant difference among Asian American, Hispanic, and African American
students with respect to parental involvement, time spent on Science homework, frequency of individual study modes, and frequency of group study modes.
September 17, 2008 Grace Thomas Nickerson 10
Null Hypothesis
Ho4 : There are no statistically significant difference among Asian American, Hispanic, and African American
students with respect to parental involvement, time spent on Social Studies homework, frequency of individual study modes, and frequency of group study modes.
September 17, 2008 Grace Thomas Nickerson 11
METHODS
September 17, 2008 Grace Thomas Nickerson 12
Methods
Subjects of the Study 713 High School Seniors, 18 years old
from 5 urban school districts in Southeast Texas
September 17, 2008 Grace Thomas Nickerson 13
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
September 17, 2008 Grace Thomas Nickerson 14
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
September 17, 2008 Grace Thomas Nickerson 15
Methods: Quantitative
Descriptive Statistics
One – Way ANOVA
September 17, 2008 Grace Thomas Nickerson 16
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
September 17, 2008 Grace Thomas Nickerson 17
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.
September 17, 2008 Grace Thomas Nickerson 18
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%
September 17, 2008 Grace Thomas Nickerson 19
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
September 17, 2008 Grace Thomas Nickerson 20
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?
September 17, 2008 Grace Thomas Nickerson 21
Major Findings :Research Question 1
FACTORS ASIAN AMERICAN
HISPANIC AFRICAN AMERICAN
PARENTAL INVOLVMENT
25.70 23.82 26.08
TIME SPENT ON HOMEWORK
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)
September 17, 2008 Grace Thomas Nickerson 22
Major Findings:Research Question 1 (Parental Involvement)
September 17, 2008 Grace Thomas Nickerson 23
Major Findings:Research Question 1(Time Spent on Homework)
September 17, 2008 Grace Thomas Nickerson 24
Major Findings:Research Question 1(Frequency of Individual Study Modes)
September 17, 2008 Grace Thomas Nickerson 25
Major Findings: Research Question 1(Frequency of Group Study Modes)
September 17, 2008 Grace Thomas Nickerson 26
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
September 17, 2008 Grace Thomas Nickerson 27
Major Findings:Research Questions 1 and 2
FACTOR ETHNICITY MEAN SIG.
TIME SPENT ON HOMEWORK
(English, Math, Science, and Social
Studies)
Asian American Hispanic African American
.71
.04.90
1.00
Hispanic Asian American African American
-.71-.67
.90
.26
African American Asian American Hispanic
-.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
September 17, 2008 Grace Thomas Nickerson 28
Major Findings:Research Questions 1 and 2
FACTOR ETHNICITY MEAN SIG.
FREQUENCY OF INDIVIDUAL STUDY
MODES(English, Math,
Science, and Social Studies)
Asian American Hispanic African American
1.53.94
.87
.97
Hispanic Asian American African American
-1.53-.59
.87
.85
African American Asian American Hispanic
-.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
September 17, 2008 Grace Thomas Nickerson 29
Major Findings:Research Questions 1 and 2
FACTOR ETHNICITY MEAN SIG.
FREQUENCY OF GROUPS STUDY
MODES (English, Math,
Science, and Social Studies)
Asian American Hispanic African American
1.842.07
.47
.33
Hispanic Asian American African American
-1.84.23
.47
.98
African American Asian American Hispanic
-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
September 17, 2008 Grace Thomas Nickerson 30
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
(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)
September 17, 2008 Grace Thomas Nickerson 31
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.
September 17, 2008 Grace Thomas Nickerson 32
Review of Literature
September 17, 2008 Grace Thomas Nickerson 33
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.
September 17, 2008 Grace Thomas Nickerson 34
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.
September 17, 2008 Grace Thomas Nickerson 35
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
September 17, 2008 Grace Thomas Nickerson 36
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.
September 17, 2008 Grace Thomas Nickerson 37
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.”
September 17, 2008 Grace Thomas Nickerson 38
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
September 17, 2008 Grace Thomas Nickerson 39
RECOMMENDATIONS
September 17, 2008 Grace Thomas Nickerson 40
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.
September 17, 2008 Grace Thomas Nickerson 41
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.
September 17, 2008 Grace Thomas Nickerson 42
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.
September 17, 2008 Grace Thomas Nickerson 43
Recommendations for Further Study A study should also 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 should 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.
September 17, 2008 Grace Thomas Nickerson 44
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