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THE INFLUENCE OF SOCIAL CAPITAL FACTORS ON AFRICAN-AMERICAN AND HISPANIC HIGH SCHOOL STUDENT ACHIEVEMENT.

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Date Issued:
2009
Abstract/Description:
The underachievement of African American and Hispanic students has been an ongoing problem for schools in the United States. The purpose of this investigation was to add to the existing body of knowledge concerning social capital of African American and Hispanic high school students' academic achievement. Using a nationally representative sample from the Educational Longitudinal Study of 2002 (ELS: 2002), base year through the first follow-up year database, 551 high school students, the researcher assessed indicators (school-sponsored activities, out-of-school activities, and parental involvement) within the construct of social capital, to see whether social capital could serve as a predictor of academic achievement among African American and Hispanic high school students. Data were analyzed through Repeated Measures analysis and Multiple Regression analysis controlling for gender, race, and socioeconomic status. The main effects revealed a statistically significant difference between the social capital factors in school-sponsored activities, out-of- school activities, and parent involvement. The results showed an increase in the first follow-up year. Socio-economic status, race and gender were statistically significant social capital factors. Females and African Americans were found to have higher levels of social capital in school-sponsored activities. Out-of- school activities revealed males had higher levels of social capital. Parent involvement indicators showed that female and Hispanic students were affected by social capital. Differences in math scores revealed an increase in the first follow-up year, showing males outscored females. Also, Hispanic students' scores were higher than African American students. Finally, the strongest predictors for academic achievement were gender, race, and participation in school sponsored activity in the base year and first follow-up year. In addition, parent involvement was also found to be a strong predictor of achievement in the follow-up year.
Title: THE INFLUENCE OF SOCIAL CAPITAL FACTORS ON AFRICAN-AMERICAN AND HISPANIC HIGH SCHOOL STUDENT ACHIEVEMENT.
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Name(s): DAVIS, JACQUELINE, Author
Dr. Cynthia J. Hutchinson, Dr. E. Lea Witta and, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2009
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The underachievement of African American and Hispanic students has been an ongoing problem for schools in the United States. The purpose of this investigation was to add to the existing body of knowledge concerning social capital of African American and Hispanic high school students' academic achievement. Using a nationally representative sample from the Educational Longitudinal Study of 2002 (ELS: 2002), base year through the first follow-up year database, 551 high school students, the researcher assessed indicators (school-sponsored activities, out-of-school activities, and parental involvement) within the construct of social capital, to see whether social capital could serve as a predictor of academic achievement among African American and Hispanic high school students. Data were analyzed through Repeated Measures analysis and Multiple Regression analysis controlling for gender, race, and socioeconomic status. The main effects revealed a statistically significant difference between the social capital factors in school-sponsored activities, out-of- school activities, and parent involvement. The results showed an increase in the first follow-up year. Socio-economic status, race and gender were statistically significant social capital factors. Females and African Americans were found to have higher levels of social capital in school-sponsored activities. Out-of- school activities revealed males had higher levels of social capital. Parent involvement indicators showed that female and Hispanic students were affected by social capital. Differences in math scores revealed an increase in the first follow-up year, showing males outscored females. Also, Hispanic students' scores were higher than African American students. Finally, the strongest predictors for academic achievement were gender, race, and participation in school sponsored activity in the base year and first follow-up year. In addition, parent involvement was also found to be a strong predictor of achievement in the follow-up year.
Identifier: CFE0002673 (IID), ucf:48215 (fedora)
Note(s): 2009-05-01
Ed.D.
Education, Department of Educational Studies
Doctorate
This record was generated from author submitted information.
Subject(s): social capital
African- American
Hispanic
school-sponsored activities
out-of-school activities
parent involvement
gender differences
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0002673
Restrictions on Access: public
Host Institution: UCF

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