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8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 1
FACTORS THAT IMPACT THE ACADEMIC
ACHIEVEMENT OF MINORITY STUDENTS:
A COMPARISON AMONG ASIAN-AMERICAN,AFRICAN-AMERICAN, AND HISPANIC
STUDENTS IN LARGE URBAN SCHOOL
DISTRICTS
A Dissertation Defense
By
Grace Thomas Nickerson
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 2
Committee Members
William Allan Kritsonis, Ph.D.
(Dissertation Chair)
Douglas Hermond, Ph. D.
(Member)David Herrington, Ph.D.
(Member)
Camille Gibson, Ph.D.
(Outside Member)
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 3
Dissertation Defense FormatI. Theoretical
Framework
II. Purpose of the Study
III. Research Question
IV. Null Hypothesis
V. Methods: Subjects
VI. Methods:Instrumentation
VII. Methods: Quantitative
VIII. Quantitative PilotStudy
IX. Major Findings
X. Review of Literature
XI. Practical
Recommendations
XII. Recommendations forFurther Study
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 4
Theoretical Framework
FACTORS THAT IMPACT THE ACADEMIC ACHIEVEMENT OFMINORITY STUDENTS:
A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN-
AMERICAN, AND HISPANIC STUDENTS IN LARGE URBAN
SCHOOL DISTRICTS
FREQUENCY OF STUDY MODESPRACTICED
(Group and individual)
PARENTAL INVOLVEMENT
TIME SPENT ON HOMEWORK
ACADEMIC ACHIEVEMENT OF MINORITY STUDENTS
(Asian American, African American, and Hispanic Students)
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 5
Purpose of the Study
The purpose of the study is to determine
the differences among Asian American,Hispanic, and African American students
with respect to parental involvement,
time spent on homework, frequency of individual study modes, and frequency
group study modes.
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 6
Research Questions1. How do Asian American, Hispanic, and African American
students at selected high schools compare with respect
to parental involvement, time spent homework,frequency of individual study modes, and frequency of group study modes?
2. What are the differences when studying English,Mathematics, Science and Social Studies among AsianAmerican, Hispanic, and African students with respectto parental involvement, time spent on homework,frequency of individual study modes, and frequency of
group study modes?
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 7
Null Hypothesis
Ho1 : There are no statistically significant
difference among Asian American,Hispanic, and African American
students with respect to parental
involvement, time spent on Englishhomework, frequency of individual
study modes, and frequency of group
study modes.
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 8
Null Hypothesis
Ho2 : There are no statistically significant
difference among Asian American,Hispanic, and African American
students with respect to parental
involvement, time spent onMathematics homework, frequency of
individual study modes, and
frequency of group study modes.
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 9
Null Hypothesis
Ho3 : There are no statistically significant
difference among Asian American,Hispanic, and African American
students with respect to parental
involvement, time spent on Sciencehomework, frequency of individual
study modes, and frequency of group
study modes.
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 10
Null Hypothesis
Ho4 : There are no statistically significant
difference among Asian American,Hispanic, and African American
students with respect to parental
involvement, time spent on SocialStudies homework, frequency of
individual study modes, and
frequency of group study modes.
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 11
METHODS
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September 17, 2008 Grace Thomas Nickerson 12
Methods
Subjects of the Study
713 High School Seniors, 18 years oldfrom 5 urban school districts in
Southeast Texas
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September 17, 2008 Grace Thomas Nickerson 13
Method: Instrumentation
Six-Point,
Likert-typeInstrument
What Influenced Your Academic Achievement Questionnaire
Five Sections with atotal of 26 questions
Instrument
measured theamount of Influencefrom1. Parental Involvement
2. Time Spent onHomework
3. Frequency of GroupStudy Modes
4. Frequency of Individual Study Modes
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 14
Method: Instrumentation Questionnaire Components
Demographics (4 questions)
Parental Involvement(8 questions)
Range : 0 ² 48
Time Spent on Homework
(6 questions) Range: 0 ² 36
Frequency of Individual Study Modes (4 questions)
Range: 0 ² 24
Frequency of Group Study Modes (4 questions)
Range: 0 - 24
Weights of Responses
1:Never/0-5 Hours,
2: Rarely/5-10 Hours,
3: Sometimes/10-25Hours,
4: Often/15²20 Hours,
5: Very Often/ 20²25
Hours,
6: Always/25+ Hours
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 15
Methods: Quantitative
Descriptive Statistics
One ² Way ANOVA
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September 17, 2008 Grace Thomas Nickerson 16
Methods: Quantitative
Independent Variables ² The academic
Achievement of minority students: AsianAmerican, African American, andHispanic Students
Dependent Variables ² The influence of Parental Involvement, Time Spent on
Homework, Frequency of Group Study Modes and Frequency of IndividualStudy Modes
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 17
Methods: Quantitative Pilot
The questionnaire was piloted to
students that are high school seniors toensure that the meanings of thequestions on the questionnaire are clear
and pertinent to the study, and theanswers given by the respondents arethe answers needed by the investigator. The students that participated in the study
were Asian American, African American andHispanic high school seniors.
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 18
Major Findings
2006 ² 2007 Campus Demographics Percentages for theCampuses involved in the Study.
(TEA 2006 ² 2007 AEIS Report)
CAMPUS ASIANAMERICAN
AFRICANAMERICAN
HISPANIC
Campus 1 0.2% 82.7% 14.5%
Campus 2 6.0% 35.8% 11.5%
Campus 3 1.5% 90.8% 5.5%
Campus 4 2.1% 32.2% 54.1%
Campus 5 0.2% 7.3% 87.1%
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 19
Major Findings
2006 ² 2007 Campus TAKS Passing Percentages for the Campusesinvolved in the Study. (TEA 2006 ² 2007 AEIS Report)
CAMPUS CAMPUSSCORE
ASIANAMERICAN
HISPANIC AFRICANAMERICAN
Campus 1 44% * 34% 46%
Campus 273% 90% 63% 5
7%
Campus 3 56% * 22% 57%
Campus 4 62% 84% 59% 59%
Campus 5 57% * 59% 35%
*Indicates results are masked due to small numbers to protect student confidentiality
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 20
Major Findings :
Research Question 1
1. How do Asian American, Hispanic, and
African American students at selectedhigh schools compare with respect to
parental involvement, time spent
homework, frequency of individualstudy modes, and frequency of group
study modes?
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 21
Major Findings :
Research Question 1
FACTORS ASIAN
AMERICAN
HISPANIC AFRICAN
AMERICAN
PARENTAL
INVOLVMENT
25.70 23.82 26.08
TIME SPENT ON
HOMEWORK
9.90 9.18 9.86
INDIVIDUAL STUDY MODES
12.30 10.76 11.36
GROUP STUDY
MODES
10.20 8.35 8.12
Descriptive Statistics (Compare Means) on Parental involvement, TimeSpent on Homework, Individual Study Modes, and Group Study Modesbased on Ethnicity (N=713)
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 22
Major Findings:
Research Question 1
(Parental Involvement)
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September 17, 2008 Grace Thomas Nickerson 23
Major Findings:
Research Question 1
(Time Spent on Homework)
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September 17, 2008 Grace Thomas Nickerson 24
Major Findings:
Research Question 1(Frequency of Individual Study Modes)
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September 17, 2008 Grace Thomas Nickerson 25
Major Findings:
Research Question 1(Frequency of Group Study Modes)
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September 17, 2008 Grace Thomas Nickerson 26
Major Findings :
Research Question 1 and 2
FACTOR ETHNICITY MEAN SIG.
PARENTAL
INVOLVEMENT
Asian AmericanHispanic
African American
.54
-1.71
.99
.93
Hispanic
Asian American
African American
-.54
-2.26*
.99
.03
African American
Asian American
Hispanic
1.71
2.26*
.93
.03
One-Way ANOVA (Compare Means)
Parental involvement based on Ethnicity (N=713) Sig.: p0.05
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 27
Major Findings:
Research Questions 1 and 2
FACTOR ETHNICITY MEAN SIG.
TIME SPENT ONHOMEWORK
(English, Math,Science, and Social
Studies)
Asian AmericanHispanic
African American
.71
.04
.90
1.00
Hispanic
Asian American
African American
-.71
-.67
.90
.26
African American
Asian American
Hispanic
-.04
.67
1.00
.16
One-Way ANOVA (Compare Means)
Time Spent on Homework (English, Math, Science, and Social Studies)based on Ethnicity (N=713) Sig.: p0.05
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 28
Major Findings:
Research Questions 1 and 2
FACTOR ETHNICITY MEAN SIG.
FREQUENCY OF
INDIVIDUAL STUDY
MODES
(English, Math,Science, and SocialStudies)
Asian AmericanHispanic
African American
1.53
.94
.87
.97
Hispanic
Asian American
African American
-1.53
-.59
.87
.85
African American
Asian American
Hispanic
-.94
.59
.97
.85
One-Way ANOVA (Compare Means)
Frequency of Individual Study Modes (English, Math, Science, and SocialStudies) based on Ethnicity (N=713) Sig.: p0.05
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 29
Major Findings:
Research Questions 1 and 2
FACTOR ETHNICITY MEAN SIG.
FREQUENCY OF
GROUPS STUDY
MODES
(English, Math,Science, and SocialStudies)
Asian AmericanHispanic
African American
1.84
2.07
.47
.33
Hispanic
Asian American
African American
-1.84
.23
.47
.98
African American
Asian American
Hispanic
-2.07
-.23
.33
.98
One-Way ANOVA (Compare Means)
Frequency of Group Study Modes (English, Math, Science, and SocialStudies) based on Ethnicity (N=713) Sig.: p0.05
8/14/2019 Dr. Grace Thomas Nickerson, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis
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September 17, 2008 Grace Thomas Nickerson 30
Major Findings:
One-Way ANOVA(Research Questions 1 & 2) Parental Involvement
Statistically Significant difference between Hispanic and African Americanstudents
(Reject the Null Hypothesis)
Time Spent on Homework
(English, Math, Science, And Social Studies)
No statistically significant differences among the minority groups(Accept the Null Hypothesis)
Frequency of Individual Study Modes(English, Math, Science, And Social Studies)
No statistically significant differences among the minority groups
(Accept the Null Hypothesis)
Frequency of Group Study Modes(English, Math, Science, And Social Studies)
No statistically significant differences among the minority groups
(Accept the Null Hypothesis)
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September 17, 2008 Grace Thomas Nickerson 31
Conclusions
There are no statistically significant
differences among Asian American, Hispanicand African American students with respectto parental involvement, time spent onhomework, frequency of individual studymodes and frequency of group study modes.
There is, however, a statistically significantdifference among Hispanics and African
Americans with regard to parentalinvolvement.
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September 17, 2008 Grace Thomas Nickerson 32
Review of Literature
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September 17, 2008 Grace Thomas Nickerson 33
Review of Literature: The Model Minority
Ellington (2005) - Not only are the academic achievement levels higherthan other minorities, but Asians out-perform their peers in
almost every arena« Recent statistics indicate that well over95% of Japanese are literate. Currently, over 95% of Japanesehigh school students graduate compared to the 89% of Americanstudents.
Doan (2006) - The stereotype of being the model minority hurts at-risk
Asian American students. At-risk Asian American studentscontinue to be ignored or undeserved because of the success of the entire group. When success of the Asian American group ishighlighted, educators and the general public direct their attentionto at-risk students of other ethnicities, forgetting that AsianAmerican students can also be at-risk.
Shimahara(2001) - Asian Americans, see the United States as a land of opportunity compared to their situation back home. They aregenerally optimistic and trusting of U.S. society, and work hard inschool and in their jobs to succeed.
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September 17, 2008 Grace Thomas Nickerson 34
Review of Literature:Social Factors that Impact the Academic Achievement of African
American Students
Lew (2006) - Involuntary minorities who were forcefully incorporated
into the U. S. tend to attribute academic success with ´whitenessµand thus reject school success with their own ethnic and racialidentities.
Chubb (2002) - Social scientists confidently predicted that after theSupreme Court decision, B rown v. B oard of Education, 1954 , that
the academic gap among minorities would soon be eliminated.However, this did not occur. Academic success of African
Americans went from abysmal to merely terrible
Bennett (2004) - African American students in particular are likely toexperience doubts about their acceptance in educationalinstitutions and such concerns are likely to be accentuated inacademic environments that high achieving minority students strivefor .
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September 17, 2008 Grace Thomas Nickerson 35
Review of Literature:Social Factors that Impact the Academic Achievement of Hispanic Students
Ramirez (2005) - Hispanic students tend to be poorer,attend more segregated schools and live in urban areas.However, current guidelines and educational practicesmandated for Hispanic students are built on suchassumptions and have had the unintended consequence of damaging the students· futures, education and otherwise.
Cammarota (2006) - According to some Hispanic youth, theassumption of their intellectual inferiority is the mostsignificant obstacle in their academic pursuits
Sparks (2002) - studies have shown lower academic attainmentfor second- and third- generation Latino students, so recentimmigration or limited English language proficiency cannotbe responsible for the entire gap
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September 17, 2008 Grace Thomas Nickerson 36
Review of Literature:Parental Involvement (Research Question 1 & 2)
Stewart (2007) - Parents can promote children·s cognitivedevelopment and academic achievement directly by becoming involved in their children·s educational activities.
Gregory (2000) - The more involved parents are in theirchildren·s education, at home and at school, the moresuccessful children will be academically and socially.
Teachers report more positive feelings about their teaching
and schools when there is a greater degree of parentinvolvement.
Epstein (2002) ² Strong academic outcomes among middle leveland high school students were associated withcommunication between parents and school personnelabout the child·s schooling and future plans.
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September 17, 2008 Grace Thomas Nickerson 37
Review of Literature: Time Spent on Homework (Research Question 1 & 2)
Wong (1986) - An interesting, and for some a discouraging feature of contemporary high school education, is the finding that more
Hispanic and African American students and between 1 to 8 % of the Asian students report not doing any homework or spendingless than one hour per week on it.
Freeman (1995) - The amount of school hours is different between the
United States and Asian nations. Japanese students, for example,spend more days in school and study more hours studying afterschool. Thus, having more hours of instruction and practice in agiven subject than American students of the same age, the Japanese students naturally tend to score higher.
Xu (2004) - Doing homework often can create a foundation fordeveloping desirable work habits since ´regardless of thehomework·s intellectual content, there is a need to deal withdistractions, and a role for emotional coping, task force, andpersistence.µ
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September 17, 2008 Grace Thomas Nickerson 38
Review of Literature:Frequency of Group and Individual Study Modes(Research Question 1 & 2)
Lambert (2006) - The way a student studies determines whatknowledge is retained and learned, what concepts areunderstood and how a student can apply what is learned.Although secondary level teachers often assume that allstudents have acquired sufficient study skills by the timethey reach high school, many have not
Slavin (1980) - Learning team techniques have generally hadpositive effects on such student outcomes as academicachievement and mutual attraction among students. Groupforms of study habits increase academic achievement.
Decoker (2002) - Rapid learners can help those who are slower,and students who do not understand the lesson can askquestions of the fast learners
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September 17, 2008 Grace Thomas Nickerson 39
RECOMMENDATIONS
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September 17, 2008 Grace Thomas Nickerson 40
Practical Recommendations
1. Teachers may need to implement the use of effective study habits in order for students to
learn content at their optimal level.
2. Parents need to take an active, participatory rolein the education of their child. When schools
attempt to reach out to parents, parents need tobe willing to meet schools half way.
3. Policies and standards that are created and
implemented on the state and district levels needto accommodate the students and not theinterest or agendas of lobbyists, bureaucrats, orunions.
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September 17, 2008 Grace Thomas Nickerson 41
Practical Recommendations
4. Also when creating state test, theunderstanding that not all students comefrom like backgrounds or experiences need to
be taken into account.
5. When donating money, educationalfoundations that award grants need to ensure
that the programs that they fund enhance theeducation of all students.
6. The standardized tests that are used ineducation need to be modified to adequately test all students of every race andbackground.
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September 17, 2008 Grace Thomas Nickerson 42
Recommendations for Further Study
A study should be conducted to investigateindividual test scores to be compared to theimpact of parental involvement, time spent onhomework, frequency of individual study modes and frequency of group study modes
on individual students.
The study should also include a qualitativecomponent such as interviews to introduce
the importance of cultural and social beliefsand values on minority students· education.
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September 17, 2008 Grace Thomas Nickerson 43
Recommendations for Further Study
A study should also be conducted to investigate a differenceamong minority groups in urban and rural school districts withrespect to parental involvement, time spent on homework,
frequency of individual study modes and frequency of groupstudy modes with a comparison of cultural and social beliefsand values between the students enrolled in the urban andsuburban school districts.
A study should also be conducted to include a qualitativecomponent of parents and their children and their insight onwhat impacts the academic achievement of their child based onparental involvement, time spent on homework, frequency of individual study modes, frequency of group study modes,cultural and social beliefs and values.
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September 17, 2008 Grace Thomas Nickerson 44
FACTORS THAT IMPACT THE ACADEMIC
ACHIEVEMENT OF MINORITY STUDENTS:
A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN-AMERICAN, AND
HISPANIC STUDENTS IN LARGE URBAN
SCHOOL DISTRICTS
A Dissertation Defense
By Grace Thomas Nickerson