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The Relationship Between Academic Emphasis and Academic Achievement for African-American Students in Predominately White Suburban Schools

Olivo, Julio C., II
http://rave.ohiolink.edu/etdc/view?acc_num=osu1275048236

Abstract Details

2010, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
African-American students in suburban schools are underperforming. Data reveals that African-American students who attend suburban schools do not perform as well as their Caucasian peers (Alson, 2003; Ferguson, Clark, & Stewart, 2002; Ogbu, 2002). The achievement gap between African-American and Caucasian students appears in not only scores, but also in other academic areas, such as attendance rates, graduation rates, special and gifted education placements, percentages of students in college preparatory or advanced placement classes, numbers of students in extracurricular activities, honor roll nominations, and grade-point-averages (Kober, 2001; Ogbu, 2002). The purpose of this study is to examine the difference in academic emphasis between high performing and low performing African-Americans in predominately white suburban schools by examining the relationship between academic emphasis and the achievement of African-American students. More specifically, examine the relationship between academic emphasis and the achievement of African-American children in predominately white suburban schools by observing the opinions of parents. The study is designed to indicate the importance of School, Family, Children, and Student Peer Academic Emphasis for African-American children in predominately white suburban schools based on parents’ perceptions. Participants in this study were black parents of 221 African-American students attending predominately white suburban schools. Parents’ opinions were collected during the third quarter of the academic school year 2007- 08 using a self-constructed questionnaire. Results reflected that after controlling for significant demographic variables, School Academic Emphasis was not related to grade point average; however, Family, Children, and Student Peer Academic Emphasis, as well as, characteristics of academic emphasis remained to have significant relationships to student achievement.
Antoinette Miranda, PhD (Advisor)
Adrienne Dixson, PhD (Committee Member)
Kisha Radliff, PhD (Committee Member)
140 p.
African Americans; Education; Educational Psychology; Educational Sociology; Multicultural Education; Psychology
Achievement Gaps; Black Students; African-American Students; Affluent Neighborhoods; Suburban Neighborhoods; Middle Class

Recommended Citations

Citations

  • Olivo, II, J. C. (2010). The Relationship Between Academic Emphasis and Academic Achievement for African-American Students in Predominately White Suburban Schools [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275048236

    APA Style (7th edition)

  • Olivo, II, Julio. The Relationship Between Academic Emphasis and Academic Achievement for African-American Students in Predominately White Suburban Schools. 2010. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1275048236.

    MLA Style (8th edition)

  • Olivo, II, Julio. "The Relationship Between Academic Emphasis and Academic Achievement for African-American Students in Predominately White Suburban Schools." Doctoral dissertation, Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275048236

    Chicago Manual of Style (17th edition)

osu1275048236
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This open access ETD is published by The Ohio State University and OhioLINK.
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