The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students
The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students
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学校、家庭和心理变量对黑人高中生数学成绩的作用
DOI：
10.1353/hsj.2010.0003
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
T. Strayhorn
中科院分区：
文献类型：
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作者：
T. Strayhorn
利用国家教育纵向研究（NELS; 1988/2000）的数据，作者通过嵌套设计进行了层次线性回归分析，以估算情感变量的影响 - 父母参与，教师认知和学校环境 - 在黑人学生中 - 黑人学生作者发现这三个系统都会影响黑人学生的数学成就，约占分数差异的20％。成就。数学。
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.