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ERIC Number: EJ898556
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: As Provided
Reference Count: 103
ISBN: N/A
ISSN: ISSN-0018-1498
The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students
Strayhorn, Terrell L.
High School Journal, v93 n4 p177-194 Sum 2010
Using data from the National Education Longitudinal Study (NELS;1988/2000), the author conducted hierarchical linear regression analyses, with a nested design, to estimate the influence of affective variables--parent involvement, teacher perceptions, and school environments--on Black students' math achievement in grade 10. Drawing on Bronfenbrenner's (1979) ecological systems theory and Bourdieu's (1977) concept of cultural capital, the author found that all three systems affect Black students' math achievement, accounting for approximately 20% of the variance in scores. Key findings include the role that locus of control, gender, parental involvement, teacher perceptions, and opportunity to learn play on Black students' math achievement. Important implications for advancing future policy, practice, and research are highlighted. This study's results impact future agendas for maximizing the success of Black students in math. (Contains 2 tables, 1 figure and 1 footnote.)
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A