A Critical Exploratory Analysis of Black Girls' Achievement in 8th Grade U.S. History

Autor/inn/en	Young, Jemimah Lea; Foster, Marquita D.; Druery, Donna M.
Titel	A Critical Exploratory Analysis of Black Girls' Achievement in 8th Grade U.S. History
Quelle	In: Middle Grades Review, 4 (2018) 3, Artikel 2 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-4690
Schlagwörter	Grade 8; African American Students; United States History; Females; Academic Achievement; Social Studies; National Competency Tests; Homogeneous Grouping; Democracy; Middle School Students; Achievement Gap; Racial Differences; Pedagogical Content Knowledge; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Schulleistung; Gemeinschaftskunde; Homogene Gruppierung; Niveaugruppierung; Streaming; Demokratie; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Rassenunterschied; Pädagogische Kompetenz
Abstract	The purpose of this study was to utilize an ethnically homogeneous design to examine Black female student U.S. History content-specific knowledge. The study aims to elucidate the importance of singlegroup analyses as an alternative to between-group comparative designs. The present study utilized a critical, quantitative, descriptive research design to examine the achievement of Black girls in U.S. History from a strength-based and growth-focused perspective. The study contributes to the literature on Black girls' achievement by applying a quantitative approach to intersectional research. This study utilized two subsamples of Black 8th grade girls from the 2006 and 2010 National Assessment of Educational Progress (N = 4,490). Mean differences in Black girls' specialized U.S. History content knowledge were assessed using both descriptive statistics and an analysis of variance (ANOVA). The results indicate statistically significant growth overall, and on the democracy and world role domains. Data also indicate that scores on the democracy and culture domains were statistically significantly higher than scores on the technology and world role domains. This study provides implications for middle grades U.S. History achievement and the specific needs of Black girls. (As Provided).
Anmerkungen	University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01