Literaturnachweis - Detailanzeige
| Autor/in | Gilbert, Shelby |
|---|---|
| Titel | A Study of Ogbu and Simons' Thesis regarding Black Children's Immigrant and Non-Immigrant Status and School Achievement |
| Quelle | In: Negro Educational Review, 60 (2009) 1-4, S.71-91 (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0548-1457 |
| Schlagwörter | African American Children; Immigrants; Program Validation; Theses; Predictor Variables; Reading Achievement; Comparative Analysis; Migrant Children; Statistical Analysis; Questionnaires; Student Attitudes; Teacher Attitudes; Achievement Rating; Comparative Testing |
| Abstract | Ogbu and Simons' thesis, based on the Cultural-Ecological Theory of School Performance that Black immigrant students academically outperform their non-immigrant counterparts and that achievement differences are attributed to stronger educational commitment in Black immigrant families, was examined. Two hypotheses, based on data from the Progress in International Reading Literacy Study of 2006 (N=782), are that Black immigrant students differ from non-immigrants in school performance and that the effect of immigrant status as predictors persists, after including selected behavioral and cultural factors. Using analysis of variance, correlation, and multiple-regression techniques, the findings refute the Ogbu-Simons thesis in that immigrant and non-immigrant students did not differ in school achievement and that other predictors may be more important. (Contains 6 tables.) (As Provided). |
| Anmerkungen | Negro Educational Review, Inc. NER Editorial Offices, School of Education, 1601 East Market Street, Greensboro, NC 27411. Tel: 412-648-7320; Fax: 412-648-7081; Web site: http://www.oma.osu.edu/vice_provost/ner/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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