8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense http://slidepdf.com/reader/full/william-allan-kritsonis-phd-dissertation-chairmajor-professor-for-grace 1/44 September 17, 2008 Grace Thomas Nickerson 1 FACTORSTHATIMPACTTHEACADEMIC ACHIEVEMENTOFMINORITYSTUDENTS: ACOMPARISONAMONGASIAN-AMERICAN, AFRICAN-AMERICAN, ANDHISPANIC STUDENTSINLARGEURBANSCHOOL DISTRICTS ADissertationDefense By Grace Thomas Nickerson
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William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
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8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
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?
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
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
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
Descriptive Statistics (Compare Means) on Parental involvement, Time Spent onHomework, Individual Study Modes, and Group Study Modes based onEthnicity (N=713)
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
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)
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
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.
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
%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
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
%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
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
%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.
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
%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.”
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
%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
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
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.
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
%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.
8/20/2019 William Allan Kritsonis, PhD, Dissertation Chair/Major Professor for Grace Thomas NickersonGrace Nickerson PPT. Dissertation Defense
%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