Academic performance differences among male and female African American students: an urban high school study

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dc.contributorBray, Nathaniel J.
dc.contributorDantzler, John A.
dc.contributorRice, Richard L.
dc.contributorTarter, Clemens John
dc.contributor.advisorNewton, Rose Mary
dc.contributor.authorSimmons, Livia Ann
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T14:36:52Z
dc.date.available2017-03-01T14:36:52Z
dc.date.issued2010
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe purpose of this study was to examine differences between male and female African American high school students in an urban setting. The participants were from a senior academy located in a Southern state. Of the 270 participants in the study, 76 were seniors, 89 were juniors, 95 were sophomores, and 10 were freshmen. The gender composition consisted of 167 females and 103 males. The system database was used to identify the cumulative grade point average for each student. Also, the students completed the School Attitude Assessment Survey-Revised (SAAS-R), which measures academic self-perception, attitudes toward teaches, attitudes toward school, goal valuation, and motivation/self-regulation. A series of independent samples t tests were performed to assess differences in male and female academic achievement levels, academic self-perception, attitudes toward teachers, attitudes, toward school, goal valuation, and motivation/self-regulation. A multiple regression analysis was performed using gender and the five variables measured by the SAAS-R as independent variables and academic achievement as the dependent variable. The major findings were as follows. Moderate positive correlations existed between (a) attitudes toward school and attitudes toward teachers, (b) academic self-perception and motivation/self-regulation, and (c) goal valuation and motivation/self-regulation. The means scores for academic self-perception and goal valuation were significantly more positive for African American females than African American males. Regression analysis revealed that academic self-perception, attitudes toward teachers, attitudes toward school, goal valuation, motivation/self-regulation were not significant predictors of academic achievement. The findings have practical implications for educators and identify areas warranting additional research.en_US
dc.format.extent94 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000459
dc.identifier.otherSimmons_alatus_0004D_10557
dc.identifier.urihttps://ir.ua.edu/handle/123456789/964
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational administration
dc.subjectAfrican American studies
dc.subjectSecondary education
dc.titleAcademic performance differences among male and female African American students: an urban high school studyen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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