Student Connection to School in Racially Imbalanced Populations

Autor/in	Massey, Sarah
Titel	Student Connection to School in Racially Imbalanced Populations
Quelle	(2023), (127 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of St. Francis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-0029-9
Schlagwörter	Hochschulschrift; Dissertation; Racial Composition; Student School Relationship; Grade 7; Grade 8; Race; Student Attitudes; Reading Achievement; Mathematics Achievement; Bullying; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schüler-Lehrer-Beziehung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Rasse; Abstammung; Schülerverhalten; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mobbing
Abstract	The purpose of this quasi-experimental, ex post facto correlational study was to determine, within a racially imbalanced educational setting, what impact, if any, a seventh or eighth grade student's race had on their perceived connectedness to school. For this study, perceived connectedness to school was measured by responses to a Likert-like survey and individual students' academic achievement as measured by NWEA MAP growth data in Reading and Mathematics. The study took place in a diverse midwestern village comprised of residents from three separate counties; these counties were composed of rural, town, and suburban communities. Analyses of data showed when white students are the majority population in a school, students of color perceive their school connectedness differently than their white peers, specifically in their perception of bullying; however, there were no statistically significant differences, and only statistically negligible associations, in student perceptions between races. Data collected supported no statistically significant difference but a small effect size of race on MAP Reading growth and MAP Mathematics growth resulting in a rejection of both null hypotheses and a finding that within a racially imbalanced school, student race did impact student academic growth as measured by NWEA MAP growth data in both Reading and Mathematics. [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	2024/1/01