The academic achievement gap between African American and White students: an exploratory study on reading achievement and intrinsic motivation

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dc.contributor Adams, Natalie G.
dc.contributor Erevelles, Nirmala
dc.contributor Stinnett, Nick
dc.contributor Giesen, Judy L.
dc.contributor.advisor Thoma, Stephen
dc.contributor.author Herron-McCoy, LaMonica Lanell
dc.date.accessioned 2017-02-28T22:23:01Z
dc.date.available 2017-02-28T22:23:01Z
dc.date.issued 2009
dc.identifier.other u0015_0000001_0000182
dc.identifier.other HerronMcCoy_alatus_0004D_10168
dc.identifier.uri https://ir.ua.edu/handle/123456789/688
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this study was to explore the academic achievement gap between upper elementary African American and White students. This study sought to assess any relationships between whether academic reading, students attitudes toward reading, and academic intrinsic motivation related to ethnicity. This study also sought to assess whether differences in reading achievement, attitudes, and intrinsic motivation varied by ethnicity, gender, or SES. Participants in the study were students enrolled in grades 4 through 6 in a rural West AL school district. Students with parental consent participated by completing the Children's Academic Intrinsic Motivation Inventory (Gottfried, 1990) to assess motivation and the Elementary Reading Attitude Survey (McKenna & Kear, 1990) to assess reading attitudes. Scores from the SAT 10 and Dibels were also utilized to assess reading achievement. Results indicated that based upon the population observed that SES is an outstanding variable in this study. In addition to research suggesting evidence that SES is a major correlate of the achievement gap, the focus turned towards a specific aspect of SES which is wealth. Children from wealthy families acquire more experiences through provisions of social and cultural capital which may be supportive in explaining the disparities between African American and White students in academics, including reading achievement and intrinsic motivation.
dc.format.extent 172 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education, Educational Psychology
dc.subject.other Education, Elementary
dc.subject.other Education, Reading
dc.title The academic achievement gap between African American and White students: an exploratory study on reading achievement and intrinsic motivation
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.discipline Educational Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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