<p>Socioeconomic inequality unduly impacts the pathways of socioeconomically disadvantaged students (SDS) in engineering. Past and present scholarship suggests that inequitable access to physical and interpersonal resources inhibits K-16+ students' ability to engage in Science, Technology, Engineering, and Mathematics (STEM) meaningfully. This lack of access negatively impacts SDS' pursuit of, and success in, engineering. Thus far, quantitative studies seeking to understand SDS' trajectories to and through engineering have used income as a proxy for socioeconomic disadvantage. However, such measures are not theoretically positioned to accurately depict or account for the complex sociological processes that lead to, or result from, socioeconomic inequality. Furthermore, such measures do not account for parallel inequalities such as racism, sexism, and classism that exist, influence, and are influenced by it. Therefore, the purpose of this work was to 1) develop a more sociologically accurate measure of socioeconomic inequality, 2) to use that measure to identify the impacts of such inequality on SDS' pathways to and through engineering, and finally, 3) to explore the narrative experiences of SDS when accounting for a more accurate depiction. Using a Critical Realist Feminist approach to structural equation modeling, restricted data from the National Center for Education Statistics’ Educational Longitudinal Study of 2002 (ELS:2002) as well as other supplemental data were used to construct and test a more complex and representative measure of socioeconomic disadvantage, the Model of Socioeconomic Inequality (Study 1). Study 2 used this model to examine how aspects predicting important engineering student outcomes. Neighborhood location and conditions, level of Parent Educational Involvement, and availability of Household Educational Resources negatively impact SDS' opportunities to engage and succeed in engineering and college more broadly. Furthermore, the model suggested that such interactions are uniquely mediated by the intersectional inequalities experienced by SDS and their families. Finally, a rich narrative of one student, Samantha, is included to better understand the lived experiences of SDS amongst their pathways to and through engineering. Samantha was a Queer Asian American female SDS graduating from Computer Science Engineering who has low scores on Parent Educational Involvement and Household Educational Resources. Samantha's narrative shows the important role that the factors identified in the Model of Socioeconomic Inequality had in her experiences. Specifically, Samantha had little access to Parent Educational Involvement and Household Educational Resources from her parents. Rather, these forms of support came from what she referred to as her ``chosen family,'' a group of professors, co-workers, friends, and others who viewed and supported her identity authentically and provided her physical resources when she needed them. Access to this group and the resources they provided supported Samantha's belonging and her ability to succeed in engineering. However, Samantha's narrative also uncovered findings not included in the Model of Socioeconomic Inequality. Specifically, Samantha's narrative suggested she had experienced significant, long-term traumas that were both related and unrelated to her socioeconomic experiences. These traumas negatively impacted Samantha's feelings of belonging and caused her to question her place in engineering, but they were partially mitigated by the support of her chosen family. This three-study dissertation challenges current engineering education thinking regarding the knowledge and study of socioeconomics, trauma, and Intersectionality more broadly. It also challenges engineering education researchers and practitioners to question the current methods of how they support SDS in a multitude of spaces.</p>

The purpose of this qualitative study was to assess teacher perception of how economically disadvantaged students at White Pine School were being served. The results of this study may help educators at White Pine School determine how to support and improve learning conditions for economically disadvantaged students. Data collection techniques included individual interviews, focus group interviews, and document review. The following conditions were discovered in relation to economically disadvantaged students: positive home-school relationships; desire to become a full-service school; limited parent-training opportunities with limited participation; limited professional development opportunities; limited poverty discussion in professional learning communities; underuse of college partnerships; need for a mentoring program; need for programming to combat absenteeism; demand for additional early intervention programs; positive student-teacher relationships; a variety of opportunities for students of poverty to build confidence; teachers high expectations from teachers; importance given to enrichment opportunities; teaching strategies focused on active learning; assignment of small, meaningful doses of homework; limited tutoring opportunities; and use of multiple data-collection methods. Recommendations for improving how students of poverty are served include continuing to expand efforts concerning positive home-school relationships, investigating the possibility of becoming a full-service school, designing a powerful parent-training program, offering additional professional development training for teachers, developing poverty-related topics for professional learning communities, finding ways to improve partnerships with local colleges and universities, designing a quality mentoring program, finding creative ways to address absenteeism, finding additional means of providing early intervention, continuing to develop positive student-teacher relationships, finding additional ways to build confidence, maintaining high expectations of students of poverty, creating additional meaningful enrichment opportunities, searching for the best teaching strategies to improve learning, continuing to assign meaningful homework with assistance as needed, creating a comprehensive tutoring program, and collecting meaningful and useful data to help teachers increase students' achievement.

Thesis (MPhil)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Students from impoverished economic backgrounds have the highest drop‐out rates within the higher education sector. Research conducted both locally and internationally reveals that there are several variables that influence a student’s decision to leave the higher education institution. Very little research has concentrated on why students from deprived backgrounds advance academically or what enables them to do so. In South Africa, numerous changes have been introduced on the social, economic and educational fronts in attempts to correct the inequality prevalent in the country. In education, various changes and programmes have been introduced. Increasing access to higher education for poor black students has been one of the primary goals of change within that sector. The results, though, are alarming. Despite this increased access, many continue to drop out; the reasons are varied. Some, however, do stay. This research was aimed at finding out what contributed to a group of poor black students’ advancing academically when many of their peers had dropped out. There is no theory of what these factors could have been. Although the researcher realises that the results of this study will not be generalisable, it is an important discussion to initiate if we as South Africans truly want to support disadvantaged students entering higher education institutions. Without attempts to find adequate support structures, many will continue to be let down by the system. / AFRIKAANSE OPSOMMING: Studente uit ʼn verarmde ekonomiese agtergrond het die hoogste uitvalkoers in die hoëronderwyssektor. Navorsing wat plaaslik sowel as internasionaal uitgevoer is, toon dat daar verskeie veranderlikes is wat ’n student se besluit beïnvloed om die hoëronderwysinstelling te verlaat. Bitter min navorsing is al gedoen om vas te stel wat dit is wat studente uit ʼn verarmde ekonomiese agtergrond in staat stel om akademies vol te hou en te vorder. Daar is verskeie veranderings op die sosiale, ekonomiese en onderwysfront in Suid‐ Afrika ingevoer om die ongelykheid wat in die land heers, te probeer regstel. Wat onderrig betref, is verskeie veranderings en programme ingevoer. Een van die vernaamste doelwitte van verandering in hierdie sektor was verhoogde toegang tot hoër onderwys vir arm swart studente. Nogtans is die resultate kommerwekkend. Hoewel hulle toegang verkry, val talle van hierdie studente steeds uit – om verskeie redes. Nietemin is daar studente wat volhou. Hierdie navorsing is daarop gemik om uit te vind wat daartoe bygedra het dat ’n groep arm swart studente akademies vorder terwyl baie van hulle eweknieë uitgeval het. Geen teorie bestaan oor wat hierdie faktore kon gewees het nie. Hoewel die navorser besef dat die resultate nie veralgemeen kan word nie, is dit belangrik dat hierdie gesprek aan die gang kom as ons as Suid‐Afrikaners werklik steun wil bied aan benadeelde studente wat instellings van hoër onderrig betree: As ons nie toereikende ondersteuningstrukture probeer vind nie, sal talle steeds deur die stelsel in die steek gelaat word.

本研究之研究目的為以「經濟弱勢兒童」為對象、「學校生活經驗」為範疇，試圖「由兒童個體本身」出發，探究經濟弱勢兒童的學校生活經驗（對學校的態度、人際適應、學習適應、常規適應及自我概念情形），期能穿透經驗地了解經濟弱勢兒童的想法與感受，由其立場、角度體察其在教育歷程中的需要，以提供教育工作者及福利政策實務更多來自經濟弱勢兒童本身的觀點。 本研究採「質性研究方法」與「個案研究方法」，以參與觀察為主，訪談與實物蒐集為輔，蒐集一位來自經濟弱勢家庭的國小高年級兒童的學校生活經驗相關資料。分析後依序呈現其在學校生活經驗的諸多面向—對學校的態度、人際適應、學業適應、常規適應及自我概念情形。 來自經濟弱勢家庭的故事主角，透過各種生理、行為及心理上的表現，表達對學校內畏懼事務的無力與恐懼，形成對學校「懼學、拒學」的態度。而長期遲到及未能持續上學，不只影響了她的學習表現，更使其從班級活動中漸漸被排除，尤其當老師視其為特殊分子而以標準外的態度相待，即使是出自善意，卻使弱勢者的處境更形孤立，同儕對其弱勢身分的烙印更加強烈，班級裡的「社會排除」使其由主流分離，面臨了更加邊緣的弱勢處境。然而，老師的愛心關懷、善意協助卻無助改善其學校生活，中產階級與經濟弱勢階級的價值差異及未經理解的企圖改變，致使師生間未能產生實質交流，本故事的主角依然朝氣蓬勃地拒絕上學。而逃避上學的結果則使其在學習上不得輪迴的永處失敗區，儘管在看似絕望的學習態度下，偶仍有學習動機，但面對強大、難以招架的習得無助感，幾乎使她喪失信心，失去勇氣，形成對上學無助又無奈的態度。在常規適應上，安份守己、「不會惹事」是她最引以為豪的事，然而所謂的安份守己、「盡量」不惹事卻也隱含了對同學欺侮和輕蔑態度的忍耐壓抑，及對學校或老師能主持正義或終止欺凌失去信心。此外，長期處於孤單、被排除及習得無助感的打擊，面對學校生活，她也出現抑鬱、自我貶抑的情況。 最後，除了對研究初衷的反省與思考，亦分別對教育實務與後續研究提出若干建議。在教育實務上，除設置「學校社會工作師」協助家庭、教師和學校整合地處理弱勢兒童問題外，亦可減輕教師教學事務負擔，以增進班級導師和經濟弱勢學生的互動品質，而教師亦應試以「轉化型知識份子」的角色，協助經濟弱勢兒童自我增能，並思考如何突破種種結構體制上的限制，創造一個可協助弱勢者「增能」的學習體制。在後續研究上，建議未來相關研究，可在理解之虞，更進一步探究學校場域中，教師和經濟弱勢兒童的師生關係、互動歷程及在互動歷程中如何協助其增能的可行策略，並對經濟弱勢兒童的街頭世界進行認識與理解。 / The purpose of this study is to explore the school experience (including attitude toward school, interpersonal adaptation, academic adaptation, regulation adaptation, and self-concept) of an economically disadvantaged child who is a high-grade elementary school student from a low-income family. Educators and welfare policy makers can refer to this study to better understand the outlook and feelings of children from similar backgrounds. This is a qualitative case study that uses participant observation as the main source of data, complemented by interviews and document analysis. After collecting the relevant information on this economically disadvantaged child, her school experience is presented in accordance with her attitude toward school, interpersonal adaptation, academic adaptation, regulation adaptation and self-concept. The character of this story expresses her powerlessness and fear in school physically, behaviorally and psychologically, and exhibits fear and unwillingness with respect to her studies. She is often tardy and is unable to attend school regularly. This not only affects her academic performance, but also results in that she is tending to be excluded from class activities by classmates, especially when the teacher gives her special treatment. By treating her differently, even if out of goodwill, the teacher is making her situation worse in that her classmates increasingly identify her as belonging to a “minority group”. In a sense, exclusion in the classroom is no different from social exclusion. Though teachers are willing to help, there is still no improvement in her school life. It seems that value differences between the middle class and the economically disadvantaged, as well as attempts to bring about change without fully understanding the circumstances in a student’s life, are not conducive to effective teacher-student communication. She is energetic, yet resists going to school and shows a poor academic performance. Even though she occasionally exhibits motivation for learning, the sense of helplessness she brings from home robs her of confidence in her schooling. In regulation adaptation, she takes pride in abiding by school rules and staying out of trouble. However, this implies that she might be enduring bullying from her classmates and that she lacks confidence in the ability of her teachers and her school to prevent it. Due to the resulting sense of isolation and helplessness, she exhibits depression and self-deprecation in her school life. In addition to a discussion on the original intent of this study, recommendations for educators and for future studies are also offered. In education practice, school social workers can help families, teachers and schools to collectively address the problems that disadvantaged children face. At the same time, we should lighten the burden on teachers and improve relationships between teachers and economically disadvantaged students. Furthermore, teachers should try to be “transformative intellectuals” who can empower these children, by considering methods that can surpass the limitations of contemporary institutions. In future studies, researchers may explore teacher-student relationships, interactive processes between teachers and economically disadvantaged children, as well as feasible strategies that can empower economically disadvantaged children. Another topic for future studies would also be to understand the street life of economically disadvantaged children.

The present study sets out to evaluate the effectiveness of a dynamic approach to aptitude testing. It was proposed that it is not always appropriate to use conventional aptitude tests to predict future academic success in the South African context. The study posited the belief that an alternative testing format could be facilitated by using a test-train-test procedure within a learning potential paradigm. The learning potential paradigm as formulated through Vygotskian and Feuersteinian theory is operationalised in the form of a Newtest Battery. The Newtest procedure is in direct contrast to traditional approaches to aptitude testing. The latter approaches both implicitly and explicitly adopt a static view of ability, whereas the Newtest approach focuses on the learning potential of the testee, as well as consequent performance. However, the assessment of learning potential poses problems of its own. Modifications were introduced to ensure that the Newtest format is both appropriate and psychometrically defensible. The construction and evaluation of the Newtest Battery is described. A sample of both advantaged and disadvantaged students were tested on a battery of traditional aptitude tests. This group of students was contrasted with another sample of both advantaged and disadvantaged students who undertook the Newtest Battery in the modified dynamic testing format. The traditional measures of aptitude were found to be invalid predictors of university success. Matric results showed a relationship with academic success for both groups. The Newtest measures enhanced the prediction of academic success for both advantaged and disadvantaged students. The Deductive Reasoning dynamic measure was found to be a valid predictor of university success for the disadvantaged students. The results thus successfully extend the learning potential paradigm into the realm of group aptitude testing. The validity of traditional aptitude test measures has been brought into question by the findings of the study. The study points the way forward to a more equitable and relevant aptitude testing procedure. Finally, it was shown that the testing environment forms part of the socio-educational context. Personnel involved in the administration of aptitude tests are given guidelines \vi th the aim of equalising the test process. / Psychology of Education / D. Ed. (Psychology of Education)

Thesis (MEd)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The importance of increased accessibility to higher education for non-traditional students has been recognised globally. In South Africa, a strong drive exists to provide access to students who were previously excluded from higher education because of the apartheid history. Stellenbosch University attempts to contribute to redress and transformation through, amongst other initiatives, the SciMathUS Bridging Programme (Science and Mathematics at the University of Stellenbosch). The SciMathUS Bridging Programme provides access to educationally disadvantaged students to higher education. Even though these students gained access to higher education, they were struggling to succeed. Many questions about the functioning of specifically educationally disadvantaged students in higher education are still unanswered. This study aims to find answers to some of these questions, namely what are the major challenges educationally disadvantaged students face at a predominantly white, Afrikaans university and how do they function within the university. The research is a narrative ethnography with the focus on the experiences of seven former SciMathUS students at Stellenbosch University. The data was collected by means of unstructured interviews, student journals as well as social media over a period of four months. Narratives about the seven students’ experiences on campus were compiled and analysed within the framework of Bronfenbrenner’s ecological model by focusing on the reciprocal and dynamic interactions of the students within their campus systems. The analysis of the narratives showed limited interactions in the academic, social and residential contexts and revealed that these students faced academic, financial, linguistic, social and administrative challenges, which led to very high stress levels. They struggled to become part of the academic practice and responded by functioning on the periphery of the university system. The implications of providing access to educationally disadvantaged students to higher education, and particularly Stellenbosch University, are threefold. On a theoretical level, gaps in current theory on student development and support were identified. On a substantive level, a disjuncture between university policies and initiatives, and the real-life experiences of the students existed and systemic changes in the academic, social and residential contexts are imperative. Finally, on a practical level, the narratives of these students provided insight into their experiences and highlighted the need for the reconsideration of current practices around teaching and learning, language, admission, re-admission, financial support, tutoring and mentoring, and social life, particularly in residences. / AFRIKAANSE OPSOMMING: Die belang van groter toeganklikheid tot hoër onderwys vir nie-tradisionele studente word wêreldwyd erken. As gevolg van die apartheidsgeskiedenis, is daar in Suid-Afrika ‘n grootse poging om aan studente wat voorheen uitgesluit was, toegang tot hoër onderwys te verleen. Die Universiteit Stellenbosch poog om ‘n bydra te lewer tot die regstelling en transformasie, onder andere, deur die SciMathUS Brugprogram (Science and Mathematics at the University of Stellenbosch) wat aan onderwysbenadeelde studente toegang tot hoër onderwys verleen. Alhoewel hierdie studente toegang tot hoër onderwys verkry het, sukkel hul om sukses te behaal. Baie vrae oor die funksionering van spesifiek onderwysbenadeelde studente in hoër onderwys is steeds onbeantwoord. Hierdie studie poog om antwoorde te vind op van hierdie vrae naamlik, wat is die grootste uitdagings wat onderwysbenadeelde studente aan ’n hoofsaaklik wit, Afrikaanssprekend universiteit in die gesig staar en hoe funksioneer hul binne die universiteit. Die navorsing is ’n narratiewe etnografie met die fokus op die ervarings van sewe voormalige SciMathUS studente aan die Universiteit Stellenbosch. Die data is oor ’n tydperk van vier maande deur middel van onderhoude, studentejoernale en sosiale media versamel. Narratiewe oor die sewe studente se ervarings op kampus is saamgestel en binne die raamwerk van Bronfenbrenner se ekologiese model ontleed deur op die wedersydse en dinamiese interaksies van die studente in hul kampus- sisteme te fokus. Die ontleding van die narratiewe het beperkte interaksies binne die akademiese, sosiale en residensiële kontekste aangedui en het getoon dat die studente akademiese, finansiële, taal, sosiale en administratiewe uitdagings in die gesig gestaar het, wat tot hoë stresvlakke gelei het. Hul het gesukkel om deel te word van die akademiese praktyk en het daarop reageer deur op die rand van die universiteitsisteem te funksioneer. Die implikasies van toegang tot hoër onderwys, en meer spesifiek die Universiteit Stellenbosch, aan onderwysbenadeelde studente, is drieërlei. Op ’n teoretiese vlak is gapings in huidige teorie oor studente-ontwikkeling en -ondersteuning geïdentifiseer. Op ’n substantiewe vlak het daar ’n gaping bestaan tussen universiteitsbeleide en -inisiatiewe en die werklike ervarings van die studente en is sistemiese veranderinge in die akademiese, sosiale en residensiële kontekste nodig. Laastens, op ’n praktiese vlak het die narratiewe van die studente lig gewerp op hul ervarings en die behoefte aan die heroorweging van huidige praktyke rondom onderrig en leer, taal, toelating, her-toelating, finansiële ondersteuning, tutor- and mentorskap en sosiale lewe, spesifiek in koshuise, beklemtoon. / FIRLT Committee

Thesis (MEdPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Little is known about the experiences that previously disadvantaged bursary and scholarship learners have in independent South African schools. Many scholarship and bursary recipients are from homes that fall into the low to middle income groups and they find themselves surrounded by boys and girls who are from high income, affluent homes. The aim of this study is to gain an understanding of the experiences that scholarship learners have within independent school environments and to find out what the opportunities and challenges are that they may face. Bronfenbrenner‟s bioecological model was used as theoretical framework as it incorporates a number of different interconnected systems that will influence the participant's lives and their experiences. These microsystems included parents, school, peers and the individual. This study's research methodology is a phenomenological approach which is embedded within the interpretative paradigm. Purposeful sampling was used to select eight learners from four different independent schools in the Western Cape. Two semi-structured interviews were conducted within two months of each other, with each of the participants. Phenomenological data analysis was conducted to analyse the information provided in the interviews. The research findings indicated that previously disadvantaged scholarship learners face a great deal of pressure in the form of high expectations being placed on them, both academically and behaviourally. Racial stereotyping was found to be prevalent with regards to assumptions made about learner's academic abilities and financial backgrounds. Challenges related to cultural difference and financial challenges were also noted. / AFRIKAANSE OPSOMMING: Min is bekend oor die ervarings wat voorheen benadeelde beurs-leerders in onafhanklike (private) Suid-Afrikaanse skole. Baie beurshouers kom uit huise wat in die lae tot middel inkomste groepe val, en hulle vind hulself tussen seuns en meisies wat van hoë-inkomste huise kom. Die doel van hierdie studie is om die ervarings wat die beursleerders in onafhanklike skool omgewings beter te verstaan en vas te stel watter geleenthede en uitdagings hulle ervaar. Bronfenbrenner se bioëkologiese model word gebruik as ‟n teoretiese raamwerk omdat dit verskillende stelsels insluit wat ‟n invloed sal hê op die deelnemers se lewens en ervarings. Die mikrostelsel sluit die ouers, skool, portuurgroep en individu in. Hierdie studie se navorsingsmetodologie is 'n fenomenologiese benadering wat binne die interpretatiewe paradigma ingebed is. Doelgerigte steekproefneming is gebruik om agt leerders van vier verskillende onafhanklike skole in die Wes-Kaap te kies. Twee semi-gestruktureerde onderhoude is gevoer met elkeen van die deelnemers tussen ‟n tydperk van twee maande. Fenomenologiese data-analise is gebruik om die inligting van die onderhoude te analiseer. Die navorsingsbevindinge het aangedui dat die deelnemers baie druk ervaar in die vorm van hoë verwagtinge wat op hulle geplaas word, in terme van hul akademiese prestasie en gedrag. Algemene rasse-stereotipering was gevind met betrekking tot die aannames wat gemaak is oor die leerders se akademiese vermoëns en finansiële agtergronde. Kulturele verskille en finansiële uitdagings is ook opgemerk.

This study investigates the experiences of at-risk secondary school students in the Chitungwiza District, Zimbabwe. At-riskiness is defined as a condition in which students are likely to produce poor academic achievement, irregular school attendance, grade retention or dropout due to various individual and social factors. At-riskiness has increased in Zimbabwe’s school population since the adoption and subsequent failure of the Economic Structural Adjustment Programme (ESAP) which has contributed to poverty and concomitant poor social conditions. A literature study explored at-riskiness in the light of socio-cultural perspectives on at-riskiness and also discussed contextual factors in the Zimbabwean schooling system which influence students’ vulnerability to at-riskiness. A qualitative inquiry using a narrative approach explored at-riskiness in the life stories of three male and three female secondary school students attending two selected schools in Chitungwiza, an economically deprived area close to Harare. Selection of schools was based on high levels of absenteeism and sustained poor performance in the national school leaving examinations. Purposeful participant selection was based on school records on grade repetition, absenteeism and poor behaviour. Semi-structured Interviews with participants, based on the Dan MacAdams framework for life story research, were used to gather rich data. Ethical compliance included written parental consent and participant assent and the assurance of anonymity, confidentiality and the right to refuse information. Findings were categorized under family related factors, school related factors and resource limitations. At-riskiness was exacerbated by parental unemployment, poor socio-economic conditions at home and a lack of cultural capital. Participants were compelled to undertake casual work to supplement household income in addition to the fulfillment of academic responsibilities. Poor school conditions comprising poor discipline and unprofessional teacher conduct increased at-riskiness especially among female participants. Resource limitations included poor nutrition, lack of basic necessities required for personal hygiene, in adequate parenting and the absence of psycho-social support mechanisms. Based on the literature study and empirical inquiry, recommendations were made for a more inclusive educational model, poverty alleviation and special support for disadvantaged students to reduce at-riskiness among students in Zimbabwe. / Educational Foundations / D. Ed. (Socio-Education)

The present study sets out to evaluate the effectiveness of a dynamic approach to aptitude testing. It was proposed that it is not always appropriate to use conventional aptitude tests to predict future academic success in the South African context. The study posited the belief that an alternative testing format could be facilitated by using a test-train-test procedure within a learning potential paradigm. The learning potential paradigm as formulated through Vygotskian and Feuersteinian theory is operationalised in the form of a Newtest Battery. The Newtest procedure is in direct contrast to traditional approaches to aptitude testing. The latter approaches both implicitly and explicitly adopt a static view of ability, whereas the Newtest approach focuses on the learning potential of the testee, as well as consequent performance. However, the assessment of learning potential poses problems of its own. Modifications were introduced to ensure that the Newtest format is both appropriate and psychometrically defensible. The construction and evaluation of the Newtest Battery is described. A sample of both advantaged and disadvantaged students were tested on a battery of traditional aptitude tests. This group of students was contrasted with another sample of both advantaged and disadvantaged students who undertook the Newtest Battery in the modified dynamic testing format. The traditional measures of aptitude were found to be invalid predictors of university success. Matric results showed a relationship with academic success for both groups. The Newtest measures enhanced the prediction of academic success for both advantaged and disadvantaged students. The Deductive Reasoning dynamic measure was found to be a valid predictor of university success for the disadvantaged students. The results thus successfully extend the learning potential paradigm into the realm of group aptitude testing. The validity of traditional aptitude test measures has been brought into question by the findings of the study. The study points the way forward to a more equitable and relevant aptitude testing procedure. Finally, it was shown that the testing environment forms part of the socio-educational context. Personnel involved in the administration of aptitude tests are given guidelines \vi th the aim of equalising the test process. / Psychology of Education / D. Ed. (Psychology of Education)

This study was designed to investigate the correlational relationship between four school elements listed on the Texas Academic Progress Report (TAPR) and the academic achievement of 8th grade African American male students. Data for this study was provided from the Texas Education Agency's (TEA) Office for Public Information Requests. The study included four independent variables: percent of socioeconomically disadvantaged students, average years of teachers' experience, attendance rate and average class size in mathematics. The dependent variable was the 8th grade African American males' performance on the mathematics STAAR exam. The study examined scores from the mathematics STAAR exam for the years 2012-2014. The sample population included 1,540 schools and 47,169 individual test results. The results of the correlational analysis indicate that none of the independent variables were correlated to each other, but each of the independent variables had a statistically significant correlation with the dependent variable at the p < .05 level. The study also sought to explore the variance in academic achievement that could be explained by the four independent variables when used as a model. The results of the simple multiple regression suggest that not only were the results statistically significant at the p < .01 level, but the model explained 32.4% of the variance in 8th grade African American males' performance on the STAAR mathematics exam in the years 2012-2014.