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ERIC Number: ED441880
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 51
Abstractor: N/A
Reference Count: N/A
The Role of Cultural Factors in School Relevant Cognitive Functioning: Synthesis of Findings on Cultural Contexts, Cultural Orientations, and Individual Differences. Report No. 42.
Boykin, A. Wade; Bailey, Caryn T.
For many African American children from low-income backgrounds, cognitive performance can be enhanced in contexts thematically characterized by aspects of Afro-cultural ethos. This report presents and describes the results of six experimental studies (two studies on each) of three cultural themes of primary interest: movement, communalism, and verve. Samples for the studies were: (1) 128 African American and European American second graders (movement study); (2) 124 African American and European American second and fourth graders (movement study); (3) 96 African American fourth graders (communalism study); (4) 72 African American fifth graders (communalism study); (5) 43 African American third and fourth graders (verve and physical stimulation study); and (6) 192 low-income African American and European American third and sixth graders (verve and physical stimulation study). For each study, the paper reviews the research on previous studies, presents the analyses and results of the two studies devoted to that theme, and synthesizes and discusses the findings of the six investigations collectively. The results of this body of research were generally consistent with previous findings and add to the literature on African American children's learning and achievement performance in areas such as cognitive processing, comprehension of story and textbook material, creative problem solving and task engagement, academic-related task performance, experimental task performance, and motivation. (Contains 5 graphs, 13 tables, and 47 references.) (SLD)
For full text:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.