Institutional Factors That Affect the Mathematical Achievement of African American Females

Autor/in	Chatman, Audrey
Titel	Institutional Factors That Affect the Mathematical Achievement of African American Females
Quelle	(2011), (170 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Alabama
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1249-6290-0
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Achievement; Females; African American Students; Middle School Students; Student Experience; Influences; Resilience (Psychology); Self Esteem; Persistence; Achievement Gap; Student Motivation; Student Attitudes; Teachers; Peer Relationship; Alabama + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Studienerfahrung; Influence; Einfluss; Einflussfaktor; Self-esteem; Selbstaufmerksamkeit; Ausdauer; Schulische Motivation; Schülerverhalten; Lehrer; Lehrerin; Lehrende; Peer-Beziehungen
Abstract	This dissertation explored how institutional factors impact the mathematical achievement of African American middle school females. The purpose of the research was to provide insight into African American females' perception of their mathematics experiences and demonstrate how both internal and external factors contribute to their achievement. Data collection occurred at a middle school in Southeastern Alabama and included classroom observations, individual interviews, participant journals, and analysis of state standardized assessments, report card grades, discipline information, and system-wide benchmarks. The achievement gap and resiliency research served as the framework for analyzing the effect of motivational factors on the achievement of African American females in mathematics. The findings in this study established that internal resiliency factors, such as persistence and confidence in self are essential to continuous improvement in mathematics. Further the data demonstrated that school related factors such as teacher, peer interaction, and engaging strategies assist in shaping students' attitude towards mathematics. The implications for this research are for educators to reassess hidden biases and begin to view African American females as a rising minority model for resiliency and mathematical excellence. [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	2017/4/10