ERIC Number: ED410326
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
Variables that Impact the Education of African American Students: Parental Involvement, Religious Socialization, Socioeconomic Status, Self-Concept, and Gender.
Sojourner, Jeannette; Kushner, Susan N.
The National Education Longitudinal Study (NELS) database was used as a data source to examine school and nonschool factors related to the educational attainment of African American students. The 1,868 African American students who participated in the NELS First Follow-up were the focus of the study. Five predictors of mathematics and reading achievement were used in a multiple regression analysis. These variables were: parental involvement, religious socialization, self-concept, socioeconomic status (SES), and gender. About 70% of these students were classified as in the first and second quartiles on the SES scale, and nearly two-thirds lived in the South. SES and self-concept were found to be the strongest predictors of reading and mathematics achievement. Religious socialization was not found statistically significant for mathematics and reading achievement. Although parental involvement was found to be negatively related to mathematics and reading achievement, this result should be interpreted with caution since the magnitude of the relationship was very small. Results of this study also suggest that a different research design may be more suitable for examining variables related to African Americans and academic achievement. A small local sample may be more appropriate. (Contains 2 figures, 5 tables, and 33 references.) (SLD)
Descriptors: Black Education, Black Students, Educational Attainment, Elementary Secondary Education, Longitudinal Studies, Mathematics Instruction, National Surveys, Parent Participation, Prediction, Reading Instruction, Religious Factors, Self Concept, Sex Differences, Socialization, Socioeconomic Status
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A