EXAMINING THE RELATIONSHIP BETWEEN SELECTED VARIABLES AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS

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Graham, D. (2009). EXAMINING THE RELATIONSHIP BETWEEN SELECTED VARIABLES AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Research investigating the impact of factors such as gender, socioeconomic status, racial socialization, and academic self-concept on the academic achievement of African American high school students has been of interest to scholars for decades. Previous literature has focused much attention on the relationship of each of these constructs and academic achievement individually. The purpose of this study was to simultaneously assess the relative influence of the predictor variables of gender, socioeconomic status, racial socialization and academic self-concept on the outcome variable of academic achievement of African American high school students. It was hypothesized that there would be statistically significant correlations between all predictor variables and the outcome variable of academic achievement as measured by grade point averages. This hypothesis was analyzed through the use hierarchical regression. The sample for the study was 190 African American students from a rural area in a Mid-Atlantic state.The findings revealed a significant statistical relationship between academic self-concept and academic achievement for the sample. None of the other independent variables were found to be significantly related to the outcome variable of academic achievement.  

Details
Author

Graham, David

Title

EXAMINING THE RELATIONSHIP BETWEEN SELECTED VARIABLES AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS

Physical Description

1 online resource (91 pages) : PDF

Date

2009

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Research investigating the impact of factors such as gender, socioeconomic status, racial socialization, and academic self-concept on the academic achievement of African American high school students has been of interest to scholars for decades. Previous literature has focused much attention on the relationship of each of these constructs and academic achievement individually. The purpose of this study was to simultaneously assess the relative influence of the predictor variables of gender, socioeconomic status, racial socialization and academic self-concept on the outcome variable of academic achievement of African American high school students. It was hypothesized that there would be statistically significant correlations between all predictor variables and the outcome variable of academic achievement as measured by grade point averages. This hypothesis was analyzed through the use hierarchical regression. The sample for the study was 190 African American students from a rural area in a Mid-Atlantic state.The findings revealed a significant statistical relationship between academic self-concept and academic achievement for the sample. None of the other independent variables were found to be significantly related to the outcome variable of academic achievement.  

Genre

doctoral dissertations

Subjects--Topics

Counseling psychology
Education, Secondary
African Americans--Study and teaching
Ethnicity--Study and teaching

Degree

Ph.D.

Keywords

Academic self-Concept
Gender
Racial Socialization
Socioeconomic Status

Subject Area

Counseling

Advisor(s)

ABRAMS, LYNDON

Committee Members

POST, PHYLLIS
HARRIS, HENRY
FLOWERS, CLAUDIA
GAULTNEY, JANE

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2009.

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Rights Holder Information

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Identifier

Graham_uncc_0694D_10070

Permalink

http://hdl.handle.net/20.500.13093/etd:565