The University of Southern Mississippi

College of Education and Psychology

Department of Educational Leadership and Research

James M. Thompson

Proposal Defense

Spring 2008

AgendaBrief OverviewStatement of the ProblemRationale for the StudyTheoretical FoundationsOverview of Prior LiteratureMethodologySelf-Disclosure

Brief OverviewAfrican American students’ beliefs of their teachers

(Howard, 2002)Teachers’ beliefs of African American students

(Mosely, 2006)Explore correlations between African American

students’ beliefs and academic outcomes (Casteel, 2000)

Analysis of correlations to determine whether African American students’ beliefs of their teachers and of each other have an effect on discipline referrals and referrals to special education services

•Significant difference between the academic success and matriculation through K-12 public schools between African American students and other racial groups of students (Gregory, Nygreen, & Moran, 2006). •African American students receive a disproportionate number of disciplinary referrals and referrals to special education services (Graham, 2007)

•To examine how teachers’ beliefs and school cultures affect African American students’ attitudes and achievement in school (Yarrell-Harris, 2003)•To explore African American students’ beliefs in attempts to explain academic and discipline gaps•To address other long-term negative social factors that impact society

Potential LimitationsTeachers may be reluctant to express their

accurate feelings regarding their students’ academic abilities and behaviors, especially if they are negative.

Teachers may be reluctant to express their true beliefs of African American students, especially if they belong to another racial or ethnic group.

Theoretical Foundationsbeliefs and expectations (Glenn, 1996).Physiological needs (Arkes & Garske, 1977). Cultural context (Ware, 2006).Stereotype threats (Steele, 1998)

Overview of Research to Understanding the IssuesAcademic achievement gapAfrican American students’ beliefs of teachersTeachers’ beliefs and expectations of African

American studentsReferral to special education servicesDiscipline gap and the juvenile justice systemStereotype threatsSocial alienation and disidentification

Study’s MethodologyResearch questionsHypothesesResearch designParticipantsInstrumentationsStatistical procedures planned to analyze the

data

Research QuestionsIs there a significant correlation between

African American students’ self-beliefs and the report card grades they receive?

Is there a significant correlation between African American students’ beliefs of their teachers and the report card grades they receive?

Is there a significant correlation between African American students’ self-beliefs and the number of discipline referrals they receive?

Research Questions (continue)Is there a significant correlation between African

American students’ beliefs of their teachers and the number of discipline referrals they receive?

Is there a significant correlation between African American students’ level of stereotype threats and the report card grades they receive?

Is there a significant correlation among teachers’ beliefs of African American students and (a) the number of students referred to special services, (b) the number of students who are placed in in-school-suspension and out-of-school suspension, and (c) the number of students who are retained at grade level?

HypothesesThere is a correlation between African American

students’ self-beliefs and their report card grades.

There is a correlation between African American students’ beliefs of their teachers and their report card grades.

There is a relationship between African American students’ self-beliefs and the number of discipline referrals received.

There is a relationship between African American students’ beliefs of their teachers and the number of discipline referrals received.

Hypotheses (continue)There is a relationship between African

American students’ level of stereotype threats and academic achievement.

There is a relationship among teachers’ beliefs of African American students and (a) the number of students referred to special services, (b) the number of students that are placed in in-school-suspension and out-of-school suspension, and (c) the number of students who are retained at grade level.

Research DesignQuantitative researchDependent variables

Report card gradesReferrals to special education servicesGrade retentions

Independent variablesStudents’ self-beliefs and stereotype threatsStudents’ beliefs of teachersTeachers’ beliefs of students

ParticipantsAfrican American students in fifth gradeTeachers of African American students

InstrumentationsStudents’ beliefs

School environmentClassroom

environmentDiscipline behavior

Teachers’ beliefsAfrican American

studentsCareer preparationInstructional

strategiesClassroom

managementSchool culture

Statistical Procedures Planned to Analyze the Data

The variables and related data will be analyzed using descriptive, differential, and multi-linear regressions statistical techniques.

Self-DisclosureResearcher acknowledges set of beliefs and

experiences regarding the research issuesAwareness that some level of bias may

surfaceExtra care will be taken to avoid bias

Arkes, H. R. & Garske, J. P. (1977). Psychological Theories of Motivation. Monterey, CA: Brooks/Cole Publishing.

Casteel, C. A. (2000). African American students’ perceptions of their treatment by Caucasian teachers. Journal of Instructional Psychology, 27(3), 143-148.

Glenn, N. (1996). Disproportionate representation of African American students in special education programs: Referral and skin color gradation. Doctoral Dissertation, University of Texas.

Graham, T. S. (2007). Race and referrals: Teacher attitudes, culturally relevant teaching, and the special education referrals of African American males. Doctoral Dissertation, Cambridge College.

Gregory, A., Nygreen, K., & Moran, D. (2006). The discipline gap and the normalization of failure. In P. A. Noguera & J. Y. Wing (Eds.), Unfinished business: Closing the racial achievement gap in our schools (pp. 153-199). San Francisco: John Wiley & Sons.

Howard, T. C. (2002). Hearing footsteps in the dark: African American students’ descriptions of effective teachers. Journal of Education for Students Placed at Risk, 74(4), 425-444.

Mosely, P. (2006). Changing teacher practice and student outcomes. In P. A. Noguera & J. Y. Wing (Eds.), Unfinished business: Closing the racial achievement gap in our schools (pp. 153-199). San Francisco: John Wiley & Sons.

Steele, C. M. (1998). Stereotyping and its threat are real. American Psychologist, 680-681.

Ware, F. (2006). Warm demander pedagogy: Culturally responsive teaching that supports a culture of achievement for African American students. Urban Education, 41(4), 427-456.

Yarrell-Harris, G. (2003). Teachers’ perceptions regarding African American students’ culture and classroom behavior. Doctoral Dissertation, Fordham University.