Measuring the Relationship between Attribution for "The Gap" and Educational Policy Attitudes: Introducing the Attributions for Scholastic Outcomes Scale-Black

Autor/inn/en	Sperling, Rick; Vaughan, Phillip W.
Titel	Measuring the Relationship between Attribution for "The Gap" and Educational Policy Attitudes: Introducing the Attributions for Scholastic Outcomes Scale-Black
Quelle	In: Journal of Negro Education, 78 (2009) 2, S.146-158 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Standardized Tests; Academic Achievement; Parent Education; Racial Differences; Measures (Individuals); Educational Policy; African American Students; Achievement Gap; White Students; Causal Models; Cultural Influences; Parent Responsibility; Racial Bias; Educational Methods; Standard Spoken Usage; English + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Schulleistung; Parents education; Elternbildung; Elternschule; Rassenunterschied; Messdaten; Politics of education; Bildungspolitik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Kausalanalyse; Cultural influence; Kultureinfluss; Racial discrimination; Rassismus; Educational method; Erziehungsmethode; Gesprochene Sprache; Umgangssprache; English language; Englisch
Abstract	This study provides empirical support for the Attributions for Scholastic Outcomes Scale-Black (ASO-B) as an instrument for measuring two latent traits that influence causal reasoning about the Black-White achievement gap: culture-blaming and structure-blaming. Within this conceptual framework, culture-blaming refers to the belief that Black parents cultivate an anti-academic mindset in their children and structure-blaming refers to the belief that racially biased opportunity and reward structures within the U.S. schooling system create racial differences in achievement. Results indicate that culture-blaming and structure-blaming are distinct perspectives that are statistically related to attitudes toward parent education, teaching and enforcing "proper" English, standardized testing, and resource redistribution as methods of closing the gap. (Contains 2 tables and 2 figures.) (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	2017/4/10