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The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students

The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High... Abstract: Using data from the National Education Longitudinal Study (NELS;1988/2000), the author conducted hierarchical linear regression analyses, with a nested design, to estimate the influence of affective variables–parent involvement, teacher perceptions, and school environments–on Black students' math achievement in grade 10. Drawing on Bronfenbrenner's (1979) ecological systems theory and Bourdieu's (1977) concept of cultural capital, the author found that all three systems affect Black students' math achievement, accounting for approximately 20% of the variance in scores. Key findings include the role that locus of control, gender, parental involvement, teacher perceptions, and opportunity to learn play on Black students' math achievement. Important implications for advancing future policy, practice, and research are highlighted. This study's results impact future agendas for maximizing the success of Black students in math. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students

The High School Journal , Volume 93 (4) – Oct 7, 2010

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Publisher
University of North Carolina Press
Copyright
Copyright © University of North Carolina Press
ISSN
1534-5157
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Abstract

Abstract: Using data from the National Education Longitudinal Study (NELS;1988/2000), the author conducted hierarchical linear regression analyses, with a nested design, to estimate the influence of affective variables–parent involvement, teacher perceptions, and school environments–on Black students' math achievement in grade 10. Drawing on Bronfenbrenner's (1979) ecological systems theory and Bourdieu's (1977) concept of cultural capital, the author found that all three systems affect Black students' math achievement, accounting for approximately 20% of the variance in scores. Key findings include the role that locus of control, gender, parental involvement, teacher perceptions, and opportunity to learn play on Black students' math achievement. Important implications for advancing future policy, practice, and research are highlighted. This study's results impact future agendas for maximizing the success of Black students in math.

Journal

The High School JournalUniversity of North Carolina Press

Published: Oct 7, 2010

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