An Exploratory Quantitative Study Comparing and Correlating Parental Factors with Environmental Science Achievement for Black American and Black Caribbean Students in a Mid-Atlantic State

Autor/inn/en	Pinder, Patrice; Prime, Glenda; Wilson, Jonathan
Titel	An Exploratory Quantitative Study Comparing and Correlating Parental Factors with Environmental Science Achievement for Black American and Black Caribbean Students in a Mid-Atlantic State
Quelle	In: Journal of Negro Education, 83 (2014) 1, S.49-60 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.83.1.0049
Schlagwörter	African American Students; Blacks; Minority Group Students; Correlation; Environmental Education; Grade 12; High School Seniors; Science Achievement; Homework; Student Characteristics; Achievement Gap; Parent Influence; Predictor Variables; Parent Role; Immigrants; Program for International Student Assessment + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Black person; Schwarzer; Korrelation; Umweltbildung; Umwelterziehung; Umweltpädagogik; School year 12; 12. Schuljahr; Schuljahr 12; Hausaufgabe; Prädiktor; Parental role; Elternrolle; Immigrant; Immigrantin; Immigranten
Abstract	The purpose of this study was to investigate the influence of parental factors on the environmental science performance of Black Caribbean and Black American students in a Mid-Atlantic U.S. state. The study employed two instruments: (a) a student background questionnaire and (b) an environmental science teacher designed test. The instruments were administered to grade 12 students, of which 79% were African Americans and 21% Afro-Caribbeans. A correlational design was used and results compared for the groups. Results revealed that Black Caribbean students outperformed Black American students and parents' discussion of school progress and assistance with homework were some of the factors that significantly correlated with students' achievement. Moreover, findings suggest the positive impact of the migration of first-generation Black Caribbean immigrants to the U.S. may be influencing their children's academic success. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01