Contributing Factors That Affect the Achievement of African-American Females Taught by Caucasian Teachers on the Arkansas Literacy Exam: A Case Study

Autor/in	Smith, Felicia R.
Titel	Contributing Factors That Affect the Achievement of African-American Females Taught by Caucasian Teachers on the Arkansas Literacy Exam: A Case Study
Quelle	(2013), (163 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Arkansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-1577-1
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Females; Whites; Qualitative Research; Case Studies; Educational Environment; Psychological Patterns; Self Efficacy; High School Students; Standardized Tests; Literacy; Low Income Groups; Urban Schools; White Students; Interviews; Documentation; Observation; Coding; Student Needs; Arkansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; White; Weißer; Qualitative Forschung; Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-efficacy; Selbstwirksamkeit; High school; High schools; Oberschule; Standadised tests; Standardisierter Test; Alphabetisierung; Schreib- und Lesefähigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interviewing; Interviewtechnik; Dokumentation; Beobachtung; Codierung; Programmierung
Abstract	This qualitative intrinsic case study was designed to assist Caucasian educators with the researched academic skills and behaviors to engage African-American females in the learning environment. The study provided strategies and recommendations to promote self-worth, self-motivation, self-efficacy, and morale in African-American females when they did not perform as well as or higher than their Caucasian peers in a high school English classroom on the state literacy examination instructed by a Caucasian teacher. The research site was a low socioeconomic urban high school with a majority of minorities with several native based home languages. The study took an in-depth approach to find the contributing factors that cause African-American females to score "Advanced" at a much lower rate compared to their Caucasian peers under the instruction of Caucasian English teachers initiated by the interest of researcher, an African-American female. Data collection of the methodological process included interviews from educators, collection of artifacts and documents, and classroom observations. The data were analyzed through open coding, axial coding, and triangulation (audit trail) to produce selective codes from themes and categories. Six theories emerged from selective codes as findings: Training, social behaviors, learning behaviors, changing expectations, curriculum resources, and literacy skills. Policy, methodology, and validity directed the study. In belief, the findings of the results will give insight to African-American parents, teachers, principal, superintendent, the school board, community, legislatures, and testing companies in regards of the need to include culture. [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