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    Effect of cultural mistrust on academic achievement and the moderating roles of school connectedness and educational value among African American middle school students

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    CODY-MASTERS-REPORT.pdf (349.5Kb)
    Date
    2011-05
    Author
    Cody, Brettjet Lyn
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    Abstract
    The purpose of the present study is to investigate whether feelings of school connectedness or educational value moderate the effect of cultural mistrust on academic achievement. It is hypothesized that the positive influence of school connectedness and educational value will protect against the potential negative impact of cultural mistrust on academic success. Multiple regression analysis will be used to analyze a model predicting academic achievement among African American middle school students based on their level of cultural mistrust, school connectedness, and educational value. Implications for educational programming and practice include early detection of students higher in cultural mistrust to prevent later academic disparities, recruitment of African American role models that allow for students to view that there are positive realistic outcomes, and finally foster positive interactions with school personal.
    Department
    Educational Psychology
    Description
    text
    Subject
    Cultural mistrust
    Educational value
    School connectedness
    Academic achievement
    URI
    http://hdl.handle.net/2152/ETD-UT-2011-05-2679
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    • facebook
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    © The University of Texas at Austin