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8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
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September 17, 2008 Grace Thomas Nickerson 1
FACTORS THAT IMPACT THE ACADEMIC ACHIEVEMENT OF MINORITY STUDENTS: A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN-AMERICAN, AND HISPANIC
STUDENTS IN LARGE URBAN SCHOOLDISTRICTS
A Dissertation DefenseBy
Grace Thomas Nickerson
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September 17, 200 Grace Thomas Nickerson 2
Committee Members
William Allan Kritsonis, Ph.D.
(Dissertation Chair)
Douglas Hermond, Ph. D.(Member)
David Herrington, Ph.D.
(Member)Camille Gibson, Ph.D.
(Outside Member)
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September 17, 200 Grace Thomas Nickerson 3
Dissertation Defense Format
I. TheoreticalFramework
II. Purpose of the Study
III. Research Question
IV. Null Hypothesis
V. Methods: Subjects
VI. Methods:Instrumentation
VII. Methods: Quantitative
VIII. Quantitative PilotStudy
IX. Major Findings
X. Review of Literature
XI.
PracticalRecommendations
XII. Recommendations forFurther Study
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September 17, 200 Grace Thomas Nickerson 4
Theoretical Frameork FACTORS THAT IMPACT THE ACADEMIC ACHIEVEMENT OF
MINORITY STUDENTS: A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN- AMERICAN, AND HISPANIC STUDENTS IN LARGE URBAN
SCHOOL DISTRICTS
FREQEN!" #F ST$" %#$ES
&R'!T(!E$
)Gro*p an+ in+ii+*a-.
&'RENT'/ (N#/E%ENT
T(%E S&ENT #N #%E#R
'!'$E%(! '!(EE%ENT #F %(N#R(T" ST$ENTS
)'sian 'merican, 'rican 'merican, an+ ispanic St*+ents.
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September 17, 200 Grace Thomas Nickerson 5
!"rpose of the St"#$
The purpose of the study is to determinethe differences among Asian American,Hispanic, and African American students
with respect to parental involvement,time spent on homework, frequency ofindividual study modes, and frequency
group study modes6
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September 17, 200 Grace Thomas Nickerson
%esearch &"estions
1. How do Asian American, Hispanic, and African American students at selected high schools compare with respect to parental involvement, time spenthomework, frequency of individual study modes, andfrequency of group study modes?
2. What are the differences when studying English,Mathematics, Science and Social Studies among Asian American, Hispanic, and African students with respectto parental involvement, time spent on homework,
frequency of individual study modes, and frequency ofgroup study modes?
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September 17, 200 Grace Thomas Nickerson 7
N"ll '$pothesis
Ho1 : There are no statistically significant
difference among Asian American,Hispanic, and African American
students with respect to parentalinvolvement, time spent on Englishhomework, frequency of individual
study modes, and frequency of groupstudy modes.
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September 17, 200 Grace Thomas Nickerson 8
N"ll '$pothesis
Ho2 : There are no statistically significant
difference among Asian American,Hispanic, and African American
students with respect to parentalinvolvement, time spent on Mathematicshomework, frequency of individual
study modes, and frequency of groupstudy modes.
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September 17, 200 Grace Thomas Nickerson
N"ll '$pothesis
Ho3 : There are no statistically significant
difference among Asian American,Hispanic, and African American
students with respect to parentalinvolvement, time spent on Sciencehomework, frequency of individual
study modes, and frequency of groupstudy modes.
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September 17, 200 Grace Thomas Nickerson 10
N"ll '$pothesis
Ho4 : There are no statistically significant
difference among Asian American,Hispanic, and African American
students with respect to parentalinvolvement, time spent on SocialStudies homework, frequency of
individual study modes, andfrequency of group study modes.
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September 17, 2008 Grace Thomas Nickerson 11
M(T')DS
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Metho#s
Subjects of the Study
713 High School Seniors, 18 years oldfrom 5 urban school districts in
Southeast Texas
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September 17, 200 Grace Thomas Nickerson 13
Metho#* +nstr"mentation
Six-Point,
Likert-typeInstrument
What InfluencedYour Academic
AchievementQuestionnaire
Five Sections with atotal of 26 questions
Instrumentmeasured theamount of Influencefrom1.Parental Involvement
2. Time Spent onHomework
3.Frequency of Group
Study Modes4.Frequency ofIndividual StudyModes
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Metho#* +nstr"mentation
Questionnaire Components Demographics (4 questions)
Parental Involvement(8 questions) Range : 0 – 48
Time Spent on Homework
(6 questions) Range: 0 – 36
Frequency of Individual Study Modes (4questions) Range: 0 – 24
Frequency of Group Study Modes (4
questions) Range: 0 - 24
Weights of Responses 1:Never/0-5 Hours,
2: Rarely/5-10 Hours,
3: Sometimes/10-25Hours,
4: Often/15–20 Hours,
5: Very Often/ 20–25Hours,
6: Always/25+ Hours
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September 17, 200 Grace Thomas Nickerson 15
Metho#s* &"antitatie
Descriptive Statistics
One – Way ANOVA
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September 17, 200 Grace Thomas Nickerson 1
Metho#s* &"antitatie
Independent Variables – The academic Achievement of minority students: Asian American, African American, and
Hispanic Students
Dependent Variables – The influence ofParental Involvement, Time Spent onHomework, Frequency of Group StudyModes and Frequency of IndividualStudy Modes
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September 17, 200 Grace Thomas Nickerson 17
Metho#s* &"antitatie !ilot
The questionnaire was piloted tostudents that are high school seniors toensure that the meanings of the
questions on the questionnaire are clearand pertinent to the study, and theanswers given by the respondents arethe answers needed by the investigator.
The students that participated in the study were Asian American, African American andHispanic high school seniors.
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September 17, 200 Grace Thomas Nickerson 18
Ma-or Fin#in.s200/ 2007 Camp"s Demo.raphics !ercenta.es
for the Camp"ses inole# in the St"#$
T(3 200/ 2007 3(+S %eport4
CAMPUS ASIAN
AMERICAN
AFRICAN
AMERICAN
HISPANIC
Campus 1 0.2% 82.7% 14.5%
Campus 2 6.0% 35.8% 11.5%
Campus 3 1.5% 90.8% 5.5%
Campus 4 2.1% 32.2% 54.1%
Campus 5 0.2% 7.3% 87.1%
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September 17, 200 Grace Thomas Nickerson 1
Ma-or Fin#in.s200/ 2007 Camp"s T35S !assin. !ercenta.es forthe Camp"ses inole# in the St"#$ T(3 200/
2007 3(+S %eport4
CAMPUS CAMPUS
SCORE
ASIAN
AMERICAN
HISPANIC AFRICAN
AMERICAN
Campus 1 44% * 34% 46%Campus 2 73% 90% 63% 57%
Campus 3 56% * 22% 57%
Campus 4 62% 84% 59% 59%
Campus 5 57% * 59% 35%
9(n+icates res*-ts are maske+ +*e to sma-- n*mbers to protect st*+ent coni+entia-it:
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September 17, 200 Grace Thomas Nickerson 20
Ma-or Fin#in.s *%esearch &"estion 1
1.How do Asian American, Hispanic, and African American students at selectedhigh schools compare with respect to
parental involvement, time spenthomework, frequency of individual studymodes, and frequency of group study
modes?
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September 17, 200 Grace Thomas Nickerson 21
Ma-or Fin#in.s *%esearch &"estion 1FACTORS ASIAN
AMERICAN
HISPANIC AFRICAN
AMERICAN
PARENTAL
INVOLVMENT
25.70 23.82 26.08
TIME SPENT ONHOMEWORK
9.90 9.18 9.86
INDIVIDUAL
STUDY MODES
12.30 10.76 11.36
GROUP STUDY
MODES
10.20 8.35 8.12
Descriptive Statistics (Compare Means) on Parental involvement, Time Spent onHomework, Individual Study Modes, and Group Study Modes based onEthnicity (N=713)
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September 17, 200 Grace Thomas Nickerson 22
Ma-or Fin#in.s*%esearch &"estion 1
!arental +nolement4
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September 17, 200 Grace Thomas Nickerson 23
Ma-or Fin#in.s*%esearch &"estion 1
Time Spent on 'omeork4
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September 17, 200 Grace Thomas Nickerson 24
Ma-or Fin#in.s*%esearch &"estion 1
Fre6"enc$ of +n#ii#"al St"#$ Mo#es4
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September 17, 200 Grace Thomas Nickerson 25
Ma-or Fin#in.s*%esearch &"estion 1
Fre6"enc$ of Gro"p St"#$ Mo#es4
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September 17, 200 Grace Thomas Nickerson 2
Ma-or Fin#in.s *%esearch &"estion 1 an# 2
FACTOR ETHNICITY MEAN SIG.
PARENTAL
INVOLVEMENT
Asian American
Hispanic
African American
.54
-1.71
.99
.93
Hispanic Asian American
African American
-.54
-2.26*
.99
.03
African American
Asian American
Hispanic
1.71
2.26*
.93
.03
One-Way ANOVA (Compare Means)
Parental involvement based on Ethnicity (N=713) Sig.: p≤0.05
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September 17, 200 Grace Thomas Nickerson 27
Ma-or Fin#in.s*%esearch &"estions 1 an# 2
FACTOR ETHNICITY MEAN SIG.
TIME SPENT ON
HOMEWORK(English, Math,
Science, and Social
Studies)
Asian American
Hispanic
African American
.71
.04
.90
1.00
Hispanic Asian American
African American
-.71
-.67
.90
.26
African American
Asian American
Hispanic
-.04
.67
1.00
.16
One-Way ANOVA (Compare Means)
Time Spent on Homework (English, Math, Science, and Social Studies) basedon Ethnicity (N=713) Sig.: p≤0.05
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September 17, 200 Grace Thomas Nickerson 28
Ma-or Fin#in.s*%esearch &"estions 1 an# 2
FACTOR ETHNICITY MEAN SIG.
FREQUENCY OF
INDIVIDUAL STUDYMODES
(English, Math,
Science, and Social
Studies)
Asian American
Hispanic
African American
1.53
.94
.87
.97
Hispanic Asian American
African American
-1.53
-.59
.87
.85
African American
Asian American
Hispanic
-.94
.59
.97
.85
One-Way ANOVA (Compare Means)
Frequency of Individual Study Modes (English, Math, Science, and Social Studies) based on Ethnicity (N=713) Sig.: p≤0.05
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September 17, 200 Grace Thomas Nickerson 2
Ma-or Fin#in.s*%esearch &"estions 1 an# 2
FACTOR ETHNICITY MEAN SIG.
FREQUENCY OF
GROUPS STUDYMODES
(English, Math,
Science, and Social
Studies)
Asian American
Hispanic
African American
1.84
2.07
.47
.33
Hispanic Asian American
African American
-1.84
.23
.47
.98
African American
Asian American
Hispanic
-2.07
-.23
.33
.98
One-Way ANOVA (Compare Means)
Frequency of Group Study Modes (English, Math, Science, and Social Studies) based onEthnicity (N=713) Sig.: p≤0.05
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September 17, 200 Grace Thomas Nickerson 30
Ma-or Fin#in.s*)nea$ 3N)93 %esearch &"estions 1 : 24 Parental Involvement
Statistically Significant difference between Hispanic and African Americanstudents(Reject the Null Hypothesis)
Time Spent on Homework(English, Math, Science, And Social Studies) No statistically significant differences among the minority groups (Accept the Null Hypothesis)
Frequency of Individual Study Modes(English, Math, Science, And Social Studies) No statistically significant differences among the minority groups (Accept the Null Hypothesis)
Frequency of Group Study Modes(English, Math, Science, And Social Studies) No statistically significant differences among the minority groups
(Accept the Null Hypothesis)
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September 17, 200 Grace Thomas Nickerson 31
Concl"sions
There are no statistica--: si;niicant+ierences amon; 'sian 'merican, ispanican+ 'rican 'merican st*+ents <ith respect to
parenta- ino-ement, time spent onhome<ork, re=*enc: o in+ii+*a- st*+:mo+es an+ re=*enc: o ;ro*p st*+: mo+es6
There is, ho<eer, a statistica--: si;niicant
+ierence amon; ispanics an+ 'rican 'mericans <ith re;ar+ to parenta-ino-ement6
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September 17, 2008 Grace Thomas Nickerson ;2
%eie of <iterat"re
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September 17, 200 Grace Thomas Nickerson 33
%eie of <iterat"re*The Mo#el Minorit$
Ellington (2005) - Not only are the academic achievement levels higherthan other minorities, but Asians out-perform their peers inalmost every arena… Recent statistics indicate that well over95% of Japanese are literate. Currently, over 95% of Japanesehigh school students graduate compared to the 89% of Americanstudents.
Doan (2006) - The stereotype of being the model minority hurts at-risk Asian American students. At-risk Asian American students
continue to be ignored or undeserved because of the success of theentire group. When success of the Asian American group ishighlighted, educators and the general public direct their attention
to at-risk students of other ethnicities, forgetting that Asian
American students can also be at-risk. Shimahara(2001) - Asian Americans, see the United States as a land of
opportunity compared to their situation back home. They aregenerally optimistic and trusting of U.S. society, and work hard inschool and in their jobs to succeed.
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September 17, 200 Grace Thomas Nickerson 34
%eie of <iterat"re*Social Factors that +mpact the 3ca#emic
3chieement of 3frican 3merican St"#ents
Lew (2006) - Involuntary minorities who were forcefully incorporatedinto the U. S. tend to attribute academic success with “whiteness”and thus reject school success with their own ethnic and racialidentities.
Chubb (2002) - Social scientists confidently predicted that after theSupreme Court decision,Brown v. Board of Education, 1954, thatthe academic gap among minorities would soon be eliminated.However, this did not occur. Academic success of African
Americans went from abysmal to merely terrible
Bennett (2004) - African American students in particular are likely toexperience doubts about their acceptance in educational
institutions and such concerns are likely to be accentuated inacademic environments that high achieving minorityst*+ents strie
or6
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September 17, 200 Grace Thomas Nickerson 35
%eie of <iterat"re*Social Factors that +mpact the 3ca#emic
3chieement of 'ispanic St"#ents
Ramirez (2005) - Hispanic students tend to be poorer,attend more segregated schools and live in urban areas.However, current guidelines and educational practicesmandated for Hispanic students are built on such assumptions
and have had the unintended consequence of damaging thestudents’ futures, education and otherwise.
Cammarota (2006) - According to some Hispanic youth, theassumption of their intellectual inferiority is the most
significant obstacle in their academic pursuits
Sparks (2002) - studies have shown lower academic attainmentfor second- and third- generation Latino students, so recentimmigration or limited English language proficiency cannot
be responsible for the entire gap
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September 17, 200 Grace Thomas Nickerson 3
%eie of <iterat"re*!arental +nolement %esearch &"estion 1 : 24
Stewart (2007) - Parents can promote children’s cognitivedevelopment and academic achievement directly by
becoming involved in their children’s educational activities.
Gregory (2000) - The more involved parents are in theirchildren’s education, at home and at school, the moresuccessful children will be academically and socially.
Teachers report more positive feelings about their teaching and
schools when there is a greater degree of parent involvement.
Epstein (2002) – Strong academic outcomes among middle level
and high school students were associated withcommunication between parents and school personnel aboutthe child’s schooling and future plans.
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September 17, 200 Grace Thomas Nickerson 37
%eie of <iterat"re* Time Spent on 'omeork %esearch &"estion 1 : 24 Wong (1986) - An interesting, and for some a discouraging feature of
contemporary high school education, is the finding that moreHispanic and African American students and between 1 to 8 % ofthe Asian students report not doing any homework or spendingless than one hour per week on it.
Freeman (1995) - The amount of school hours is different between theUnited States and Asian nations. Japanese students, for example,spend more days in school and study more hours studying afterschool. Thus, having more hours of instruction and practice in agiven subject than American students of the same age, the
Japanese students naturally tend to score higher.
Xu (2004) - Doing homework often can create a foundation fordeveloping desirable work habits since “regardless of the homework’sintellectual content, there is a need to deal with distractions, and a rolefor emotional coping, task force, and persistence.”
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September 17, 200 Grace Thomas Nickerson 38
%eie of <iterat"re*Fre6"enc$ of Gro"p an# +n#ii#"al St"#$ Mo#es%esearch &"estion 1 : 24
Lambert (2006) - The way a student studies determines whatknowledge is retained and learned, what concepts are
understood and how a student can apply what is learned. Although secondary level teachers often assume that allstudents have acquired sufficient study skills by the time theyreach high school, many have not
Slavin (1980) - Learning team techniques have generally hadpositive effects on such student outcomes as academicachievement and mutual attraction among students. Group
forms of study habits increase academic achievement.
Decoker (2002) - Rapid learners can help those who are slower,and students who do not understand the lesson can askquestions of the fast learners
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September 17, 2008 Grace Thomas Nickerson ;=
%(C)MM(ND3T+)NS
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September 17, 200 Grace Thomas Nickerson 40
!ractical %ecommen#ations
1. Teachers may need to implement the use ofeffective study habits in order for students tolearn content at their optimal level.
2. Parents need to take an active, participatory rolein the education of their child. When schoolsattempt to reach out to parents, parents need to
be willing to meet schools half way.
3. Policies and standards that are created andimplemented on the state and district levels needto accommodate the students and not the interestor agendas of lobbyists, bureaucrats, or unions.
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September 17, 200 Grace Thomas Nickerson 41
!ractical %ecommen#ations
4. Also when creating state test, theunderstanding that not all students comefrom like backgrounds or experiences need to
be taken into account.
5. When donating money, educationalfoundations that award grants need to ensurethat the programs that they fund enhance theeducation of all students.
6. The standardized tests that are used ineducation need to be modified to adequatelytest all students of every race and
background.
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September 17, 200 Grace Thomas Nickerson 42
%ecommen#ations for F"rtherSt"#$ A study should be conducted to investigateindividual test scores to be compared to theimpact of parental involvement, time spent onhomework, frequency of individual study
modes and frequency of group study modeson individual students.
The study should also include a qualitative
component such as interviews to introducethe importance of cultural and social beliefsand values on minority students’ education.
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September 17, 200 Grace Thomas Nickerson 43
%ecommen#ations for F"rtherSt"#$ A study could be conducted to investigate a difference amongminority groups in urban and rural school districts with respectto parental involvement, time spent on homework, frequency ofindividual study modes and frequency of group study modes
with a comparison of cultural and social beliefs and values between the students enrolled in the urban and suburban
school districts.
A study could also be conducted to include a qualitativecomponent of parents and their children and their insight on
what impacts the academic achievement of their child based onparental involvement, time spent on homework, frequency ofindividual study modes, frequency of group study modes,cultural and social beliefs and values.
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
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FACTORS THAT IMPACT THE ACADEMIC ACHIEVEMENT OF MINORITY STUDENTS: A COMPARISON AMONG ASIAN- AMERICAN, AFRICAN-AMERICAN, AND
HISPANIC STUDENTS IN LARGE URBANSCHOOL DISTRICTS
A Dissertation DefenseByGrace Thomas Nickerson