The academic achievement gap is one of the most important areas of inquiry in education today. Racial-ethnic disparities in achievement continue to be persistent at every level—including post-secondary education. Research suggests African American males are particularly likely to disidentify with academics, resulting in a lack of a significant relation between academic self-concept and academic outcomes. Research has found a relationship between racial-ethnic messages that parents give to their children and academic achievement. Further, the student’s gender may impact the types of parental messages given. Multiple regression statistical analysis will be used to determine if the relation between academic self-concept and GPA is moderated by parental racial-ethnic socialization, teacher mistrust, and gender. / text

The purpose of this study was to examine the peer counseling/mentoring experiences of African American students involved in a formal undergraduate Peer Counseling/Mentoring program at Mississippi State University. This study specifically examined the Peer Counseling/Mentoring experiences of undergraduate African American students at a predominantly White institution to determine if a relationship existed between peer counseling/mentoring, retention and academic performance. The research design for this study was descriptive, correlational and casual comparative. A pilot study was conducted to detect any problems that should be remedied before conducting the actual study. Based on information gathered in the pilot study, no revisions were required for the survey instrument. Participants in the research study completed a three-part survey instrument. Part I of the survey instrument collected demographic and enrollment data with one question pertaining to participants’ utilization of their peer counselor/mentor. Part II, the Racial and Mentoring Experiences Scale, collected data that examined the participants’ peer counseling/mentoring experiences, the factors that contributed to their persistence, the relationship between grade point average and academic performance, and the difference in grade point average of those who did or did not utilize their peer counselor/mentor. Part III of the survey instrument, an open-ended questionnaire, gathered information regarding the participants’ experiences. The survey instrument was completed and returned by 177 African American seniors from Mississippi State University. According to the findings in this study, Peer Counseling/Mentoring programs support the persistence and retention of African American students at predominantly White institutions. A statistically significant difference was found to exist between participants who utilized their Peer Counselor/Mentor and those who did not. The results indicated that those who utilized their Peer Counselor/Mentor had a higher self-reported grade point average than those who did not utilize their Peer Counselor/Mentor. The Peer Counselor/Mentor program provided participants with a peer who understood their challenges, contributed to their persistence and strengthened their confidence and connection to the university cultural/climate. The research revealed that if administrators desire their African American students to graduate at rates on par with their Caucasian counterparts strong consideration should be given to the implementation of Peer Counselor/Mentor programs.

Thesis (M.A.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Oct. 23, 2008). Includes bibliographical references (p. 102-110).

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This dissertation interprets a qualitative study designed to investigate the pedagogical practices of experienced science teachers who, through their teaching practices, promote learning and achievement of urban African American middle school students between the ages 10-13 years. Based upon the theoretical frameworks of the theory of third space and culturally-responsive pedagogy, this study targeted the pedagogical practices that connected home-to-school experiences. The study sample consisted of 17 students, 2 experienced science teachers, and 1 principal from the same urban middle school. Data collected over a six-month period include in-depth individual interviews, classroom observations, audio recordings, videotaping, and review of documentation. Interviews focused on the participants' experiences, views, and the role each played in learning and achievement. Classroom observations provided additional insights into the classroom setting, participants' actions, and participants' interactions with the teachers and other students. The student focus group emphasized the students' perspectives of their teacher and her teaching strategies. A whole-text analysis of the interview transcripts, observational field notes, video recording and documents generated three major categories: connection to students, classroom management, and instructional pedagogy. The following significant findings emerged from the data: (a) the beliefs and views of teachers affect their classroom practices; (b) when teachers build rapport with African American students, they are better able to create trust, increase the comfort level in their classroom, and motivate learning; (c) a teacher's use of home-to-school connections motivates students' interest in learning while helping them to make connections to curriculum, (d) the type of classroom management practices a teacher uses can enhance effective content implementation, and (e) a teacher's varied instructional pedagogical practices can provide African American students the opportunity they need to demonstrate knowledge and achievement. Implications for middle school teachers, students, parents, administrators, and teacher educators are included. Suggestions for future research are also provided. The results from this qualitative study strongly suggest that third space theory provides a theoretical framework for understanding the connections necessary for bridging a culturally-responsive disposition and a continuum between home and school experiences, which is critical in a science classroom populated by urban African American students. / Ph. D.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 265-279). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 265-279). Also available on the Internet.