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dc.creatorCody, Brettjet Lyn
dc.date.accessioned2011-07-25T15:53:42Z
dc.date.available2011-07-25T15:53:42Z
dc.date.created2011-05
dc.date.issued2011-07-25
dc.date.submittedMay 2011
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2011-05-2679
dc.descriptiontext
dc.description.abstractThe 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.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.subjectCultural mistrust
dc.subjectEducational value
dc.subjectSchool connectedness
dc.subjectAcademic achievement
dc.titleEffect of cultural mistrust on academic achievement and the moderating roles of school connectedness and educational value among African American middle school students
dc.date.updated2011-07-25T15:53:47Z
dc.identifier.slug2152/ETD-UT-2011-05-2679
dc.description.departmentEducational Psychology
dc.type.genrethesis*
thesis.degree.departmentEducational Psychology
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorUniversity of Texas at Austin
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts


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