Title I High Schools: Outcomes for African-American Female Technology Students

Autor/in	Brunson, Khatina Baskett
Titel	Title I High Schools: Outcomes for African-American Female Technology Students
Quelle	(2017), (126 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Spalding University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-7878-6
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Females; Student Attitudes; College Preparation; Correlation; Gender Differences; Urban Schools; School Districts; Statistical Analysis; Multiple Regression Analysis; Ethnicity; Technology Education; High School Students; Educational Environment; Poverty; Disadvantaged Schools; College Faculty; Predictor Variables; Outcomes of Education; College Readiness; Career Readiness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Schülerverhalten; Korrelation; Geschlechterkonflikt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Statistische Analyse; Ethnizität; Technisch-naturwissenschaftlicher Unterricht; High school; High schools; Oberschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Armut; Fakultät; Prädiktor; Lernleistung; Schulerfolg
Abstract	This study explores the relationship between school affluence and ethnicity/gender on the outcomes of African-American female high school students enrolled in a concentrated technology program at a large, urban public school district. A quantitative correlational research design was utilized. Binary logistic regression was conducted to determine the effect of Title I Classification and ethnicity/gender on student readiness for college or career. A multiple regression was conducted to assess the association between Title I Classification and ethnicity/gender on student attitudes and perceptions of school climate. There is a statistically significant negative association between Title I Classification and student attitudes or perceptions regarding college preparation and intent. This result indicates that ethnic minority IT students at a high-poverty school feel they experience reduced levels of college preparation and guidance from faculty members and harbor a lower perceived value of a college degree than their counterparts at a more affluent school. Overall, there is no statistically significant relationship between Title I Classification and college or career readiness for African-American female IT students. Nor is there a statistically significant association between ethnicity and readiness for college/career or student attitudes and perceptions of school climate for African-American female IT students. These results demonstrate that there is not sufficient evidence to support ethnicity alone as a significant predictor of outcomes for African-American female IT students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01