Browsing by Subject "Minority students"
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Item Consequences of high-stakes testing: critical perspectives of teachers and students(2004) Johnson, Helen Louise; Scribner, Jay D.High-stakes testing has been promised by its proponents as the way to make American schools accountable. In theory, high-stakes testing is commendable. In practice, many minority and poor high school students fail to pass high-stakes exams and graduate as abundant research indicates. Previous studies of high-stakes testing often have tended to overlook or have failed to examine the unintended consequences of high-stakes testing. The purpose of this study is to determine the unintended consequences of highstakes testing—specifically, side effects of high-stakes testing for economically disadvantaged and ethnic minority students, from teachers’ and students’ points of view. High-stakes testing involves educational research for public schools. Three questions have guided this research: What critical perspectives do teachers (and students) have about the effects of high-stakes testing? How do intended and unintended consequences of high-stakes testing affect instruction? How do intended and unintended consequences of high-stakes testing affect student outcomes? Methodology for the study involves qualitative research via a case study of an urban central Texas school district, employing simple random sampling to select study informants, and using Interactive Qualitative Analysis (IQA) as a method of data analysis. The study is intended to contribute to the improvement of professional practices in public schools and to educational research.Item Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth(2018-06-15) Cruz, Richard Anthony; Cantú, Norma V., 1954-; Olivarez, Ruben D; Pringle, Pat; Sharpe, Edwin R.Nearly three decades after it became a leading reform effort in education, decentralization – broadly defined as the transfer of decision-making from central administrations to campuses – is still a prominent practice in school districts across the country. Studies have been conducted on its impact, particularly in the areas of student achievement and principal and teacher morale. However, there is a limited understanding of how senior district administrators experience decentralization and perceive it to impact on equity. The latter of these is especially important given that some of the districts where decentralization is still a defining practice have sizeable populations of economically disadvantaged students. Through a phenomenological approach, this study examines the experiences of a group of senior leaders in a large urban school district in the southern United States and impact they perceive decentralization to have on low-income and minority students.Item Decolonizing minds : the experiences of Latina Mexican American studies majors at a predominately white university(2011-05) Flores, Alma Itzé; Fránquiz, María E.; Urrieta, LuisThe recent attacks on ethnic studies programs both in Arizona with house bill 2281 and locally at the University of Central Texas serve as an urgent call to address how ethnic studies programs impact the educational trajectories of students. Additionally, research done on ethnic studies programs has largely focused on high school programs, overlooking programs in higher education. Therefore, this study addresses the following question: In what ways does being a Mexican American Studies major influence the experiences of Latinas at a predominately White institution (PWI)? Using Chicana feminist thought and Yosso’s (2005) community cultural wealth model as theoretical perspectives this study seeks to; 1) understand an educational approach (ethnic studies) that has shown success with students of color, 2) fill in the gap in the literature of ethnic studies programs in higher education, and 3) look at the gendered experience of Latinas at PWIs. Through a thematic analysis of six in depth interviews and a focus group conducted with six Latina undergraduates the author finds that Mexican American Studies represents a site or process of reclaiming and redefining. Four major themes are identified and discussed; reclaiming knowledge, the self, and space(s) and redefining la mujer. The findings suggest that there is a relationship between student retention and ethnic studies programs, adding epistemic and mestiza capital to Yosso’s community cultural wealth model, and using ethnic studies programs as models of how to best support students of color at PWIs. The author concludes with the suggestion that more research is needed on the experiences of other undergraduate students (White, African American, men, etc.) that are ethnic studies majors in order to further understand the impact, importance, and wealth of potential in these programs.Item Desi women on the forty acres : exploring intergenerational issues and identity development of South Asian American college students(2011-05) Ruzicka, Smita Sundaresan; Saenz, Victor B.; Reddick, Richard J.; Sharpe, Edwin R.; Fong, Rowena; Meunier, VagdeviSouth Asian Americans are one of the fastest growing sub-groups within the Asian American population in the United States today. Between 1960 and 1990, the South Asian American population witnessed an increase of approximately 900% (Leonard, 1997). This increase in population also corresponds with the increase in South Asian American students enrolling in institutions of higher education. However, despite their physical visibility on college and university campuses across the nation, South Asian American students remain invisible in higher education research. Student affairs practitioners have a limited understanding of the unique needs and issues confronted by South Asian American college students. This qualitative study addressed the paucity of research on South Asian American college students by specifically exploring the college experiences of South Asian American women. In particular, the study examined the central intergenerational issues between first-generation South Asian mothers who immigrated to the United States as adults and second-generation South Asian American daughters who are currently enrolled at the University of Texas at Austin. Secondly, it investigated the impact of these intergenerational issues on the identity development and overall college experiences of second-generation South Asian American female college students. Using a postcolonial, critical feminist framework, this study attempted to dismantle the one-dimensional, dominant narrative of South Asian Americans as the successful, high-achieving, model minority and present instead the multi-layered and complex narratives of these participants. Key findings indicated that the intergenerational issues between mothers and daughters were complex with both negative and positive impacts on the mother-daughter relationships, identity development, and the overall college experiences of the daughters. The transmission of culture and cultural values were primary ways in which mothers affected the identity development of their daughters. South Asian American peers and social networks were another significant source of identity development for the students. Additionally, narratives of both mothers and daughters revealed that the impact of the model minority image on women was qualitatively different than men where women had to often strive to fulfill simultaneous expectations of being a successful student and professional as well as conforming to the standards of being the model traditional South Asian wife and mother.Item A disparate impact? : Understanding the relationship between discretionary removal, special education, and African American students(2012-05) Homer, Bonita Renee; Vasquez Heilig, Julian; Yates, James; Gooden, Mark; Brummett, Barry; Macke, WillisyThe overrepresentation of African American students in special education coupled with their disproportionate disciplinary sanctions is a contentious educational issue. An examination of extant literature suggests that African American students are more likely to be referred to special education; placed in a stigmatizing disability category; educated in a restricted educational settings; and least likely to return to a general classroom setting. Equally disturbing, these students are more likely to be cited for subjective disciplinary sanctions and least likely to be educated with their peers. This is disturbing because the labeling of special education coupled with disciplinary sanctions can negatively impact this sector of students’ educational opportunities, psychological image, long-term goals and aspirations, and their overall quality of life. The purpose of this study was to determine the relationship between discretionary removal, special education, and African American students. More specific, this study sought to determine the trends of discretionary removal for special education students as defined by Texas Education Code 37, and whether these types of disciplinary measures had a disparate impact on African American special education students’ school completion rate. The findings for this study, revealed a diverse district with a large percentage of economically disadvantaged students and a special education population that was aligned to the state average. Chi-square results revealed a relationship between discretionary removal and Latina/o and White students and students who were identified as economically disadvantaged. In addition, logistic regression results showed ethnicity for Latina/o student who were served by special education was a significant predictor for discretionary removal. Conversely, disability category, economic status, and ethnicity were all significant predictors for school dropouts for special education students who were cited for discretionary removal. Moreover, African Americans who were not evident in the chi-square analysis were significantly associated with discretionary removal. Furthermore, interviews of administrators revealed special education students who did not have an Individual Education Plan (IEP) that purposefully addressed disciplinary issues were purportedly treated no differently than students without a disability.Item Equity and what secondary science teachers bring to the classroom(2004) Austin, Barbara Anne; Marshall, Jill Ann.The demographics of people working in science-based careers do not match the demographics of the larger society. In particular, people who self-identify as Hispanic are underrepresented among working scientists. One reason may be the influence of formal schooling and more specifically, the behaviors of teachers in secondary science classrooms. This study looks at the practices of eight secondary science teachers at two schools at which 62% of the enrolled students declare their ethnicity as Hispanic. All of the teachers have at least three years of experience. Through interviews with the teachers, classroom observation, and interviews with other faculty, this research elucidates typical behaviors and attitudes surrounding teaching science in these settings. In spite of having a deficit view of their students, they all express interest in and concern about the students they teach. Their characterizations of teaching practices and classroom behaviors do not incorporate strategies designed to promote content learning through culturally relevant curriculum. Instead, they use mainstream-situated approaches that develop science content knowledge, vocabulary, procedures, and skills targeted toward high achievement on state and district standardized tests leading toward graduation or success in college. These approaches are consistent with a view of equity that increases the participation of underrepresented groups in science based careers in that it gives students the skills and knowledge they will need in order to successfully pursue these careers. Additionally, they behave in ways that are consistent with equitable strategies such as using inquiry based teaching, serving as role models, and providing a structured learning environment. This research informs the literature base for instructional systems designers by identifying what that teachers situated in culturally diverse classrooms bring to professional development programs targeted toward making secondary science teaching more equitable.Item Practices that are in place at a diverse school where African American students have increased achievement(2010-12) Carlson, Dawn Michelle; Ovando, Martha N., 1954-; Scribner, Jay; Clark, Charles T.; Nolly, Glenn; Gilbert, Dorie; Cruz, PaulAfrican American students are disproportionately underachieving in public elementary schools (National Center for Education Statistics, 2003). School staff and school leaders need to understand why an achievement gap still exists between the White and the African American students on their campuses (Kafele, 2009; Noguera, 2003; Denbo, 2002; Ferguson, 2001). A few schools have made a significant difference in school achievement for students of color and researchers and educators need to identify what these schools are doing differently to promote student success, especially for African American students (Chenoweth, 2009; Carter, 2000; Reyes, Scribner, & Scribner, 1999). The purpose of this study was to identify the practices that are in place at a diverse school where African American students have increased achievement. The study took a holistic look at one diverse elementary school in order to highlight the practices that assisted in the school’s success with African American students and their achievement. The research questions for this study are: 1. What practices are in place at a diverse school where African American students have increased achievement? 2. What policies are in place at a diverse school where African American students have increased achievement? The framework for the study is based on Samuel Casey Carter’s Study of 21 High-Performing, High-Poverty Schools. The methodology for this study used qualitative research guidelines, was ethnographic in nature, and used a single-case study approach. The data was gathered through observations, interviews, focus groups, and analysis of documental data. The findings for effective practices include: Supportive Leadership, Implementing Change, Staff Development, Distributive Leadership, Departmentalization, School-Wide Programs, Student Resources, Teacher Resources, Communication, and Planning and Teaming. The findings for effective policies include: Open Door Policy, Student Placement, Site-Based Decision Making Committee, Parent-Teacher Organization, and Grading. The conclusions are that policies and practices must be in place for schools to run effectively and increase achievement. The specific practices and policies that appear to support African American students may be beneficial to campuses with similar backgrounds or demographics. Schools that embrace practices and policies, such as these are in a better position to enhance the achievement for all African American students.Item A profile of minority male achievement : a quantitative case study of data from academic years 2008-09 and 2009-10 at Pima Community College(2010-12) Sorenson, Nancee Jane; Bumphus, Walter G.; Roueche, John E.; Northcutt, Norvell W.; Kameen, Marilyn; Harrison, Louis; Albert, Louis; Fortin, ShelleyThe purpose of this study was to provide a descriptive case study of the academic achievement of minority male students over a 2-year period. It was conducted at an urban community college district, which is a Hispanic Serving Institution. Utilizing institutional data, the research examined 3,825 male and female students divided into a total of ten cohorts by gender and ethnicity. All students were 18 to 24 years of age, new-to-higher education and enrolled full time. Key findings show significant results for enrollment, departure rates and academic performance for all groups. Male students demonstrated lower rates of enrollment, higher rates of attrition, and lower academic achievement that females students. Significant results were demonstrated among male and female student performance within their own gender group and by comparison to the opposite gender of the same ethnicity. The high departure rate and achievement gaps by students who were enrolled full time, strongly suggests that student engagement, is a profound concern. This study was conducted to identify potential disparities in achievement by gender and ethnicity to provide detailed information to inform the public and promote institutional change.Item School characteristics associated with the educational resilience of low-income and ethnic minority youth(2010-12) Brooks, Jean Evelyn; Streeter, Calvin L.; Franklin, Cynthia; Greene, Roberta R.; Richardson, Frank C.; Springer, David W.This study empirically tested Benard’s (1991, 2004) theory of resilience and youth development by examining the influence of caring relationships, high expectations and opportunities for participation and contribution within the schools on the mathematics achievement and timely graduation of public high school students. Additional analyses focused on subsamples of students who were at risk of academic failure and school dropout—students from the lowest socioeconomic quartile, African American and Hispanic students, and a generic at-risk sample that includes students from these three groups plus students who had nontraditional families, had a disability, or were retained a grade in school. The study used data from the Educational Longitudinal Study: 2002, which was designed to monitor young people as they transition from tenth grade to postsecondary education and/or employment. Hierarchical Linear Models and Hierarchical Generalized Linear Models were used for the analyses. Experiences within the schools that conveyed caring relationships, high expectations, and opportunities for participation and contribution were associated with higher senior year mathematics achievement scores and increased odds of timely graduation for the overall public school sample and for the at-risk groups. Suggestions are made for increasing caring relationships, high expectations, and opportunities for participation and contribution within the schools. The limitations of this study and directions for further research are also discussed.Item The impact of menu composition on school lunch participation and entrée selection in elementary children : a multi-level model(2015-08) Korinek, Elizabeth Victoria; Bartholomew, John B.; Pasch, Keryn; Cance, Jessica; Loukas, Alexandra; Hoelscher, DeannaNearly one-third of school-aged children are overweight or obese, putting them at an increased risk for negative health consequences during childhood and as adults. Modification of the food decision environment in the school setting is one potential mechanism to impact healthy eating in youth. This dissertation uses a multi-level model to determine if changes in menu composition will maintain participation in the school lunch program and nudge children towards selecting healthier choices at lunch. Individual lunch purchases for one school year (N=147 days) were collected from 10,134 students (grades 1-5) during August 2009-June 2010. The schools offered three entrées per day, and days were categorized according to the number of low-fat (LF) entrées offered (0, 1, 2) on a given day. Primary outcomes of interest included 1) student participation in the lunch program, and 2) selection of a LF entrée if he/she participated. Data were analyzed using separate two-level logistic hierarchical models that partitioned the variance in each outcome into one day-level predictor (number of LF entrées offered) and four child-level predictors (gender, age, ethnicity, and SES). The final model for participation demonstrated significant main effects for student SES (p<0.001) and ethnicity (p<0.001). The predicted probability of purchase was reduced by 0.17 when a student was classified as high SES, and this effect was constant across days offering 0, 1, or 2 LF entrées. White students were less likely to purchase school lunch compared to other, black, and Hispanic children across all types of days. The predicted probability of purchase was 0.10 lower for white students and this effect was irrespective of day score. In contrast, the final model for LF selection indicated that the difference in the probability of selection was entirely attributed to the number of LF options available to the student. The predicted probability of selection was 0.15 and 0.59 on days with one and two LF entrées, respectively, and these values were similar for all types of students. Strong support exists for the modification of the lunch menu to “nudge” children towards healthy food choice. Implications may be particularly potent for low-income and minority students.