Dr. William Allan Kritsonis, Dissertation Chair for Grace Thomas Nickerson, Dissertation Defense PPT.

September 17, 2008 Grace Thomas Nickerson 1
FACTORS THAT IMPACT THE ACADEMIC
ACHIEVEMENT OF MINORITY STUDENTS:
A COMPARISON AMONG ASIAN-AMERICAN,
AFRICAN-AMERICAN, AND HISPANIC
STUDENTS IN LARGE URBAN SCHOOL
DISTRICTS
A Dissertation Defense
By
Grace Thomas Nickerson

Committee Members
William Allan Kritsonis, Ph.D.
(Dissertation Chair)
Douglas Hermond, Ph. D.
(Member)
David Herrington, Ph.D.
(Member)
Camille Gibson, Ph.D.
(Outside Member)

Dissertation Defense Format
I. Theoretical
Framework
II. Purpose of the Study
III. Research Question
IV. Null Hypothesis
V. Methods: Subjects
VI. Methods:
Instrumentation
VII. Methods: Quantitative
VIII. Quantitative Pilot
Study
IX. Major Findings
X. Review of Literature
XI. Practical
Recommendations
XII. Recommendations for
Further Study

Theoretical Framework
FACTORS THAT IMPACT THE ACADEMIC ACHIEVEMENT OF
MINORITY STUDENTS:
A COMPARISON AMONG ASIAN-AMERICAN, AFRICAN-
AMERICAN, AND HISPANIC STUDENTS IN LARGE URBAN
SCHOOL DISTRICTS
FREQUENCY OF STUDY MODES
PRACTICED
(Group and individual)
PARENTAL INVOLVEMENT
TIME SPENT ON HOMEWORK
ACADEMIC ACHIEVEMENT OF MINORITY STUDENTS
(Asian American, African American, and Hispanic Students)

Purpose of the Study
The purpose of the study is to determine
the differences among Asian American,
Hispanic, and African American students
with respect to parental involvement,
time spent on homework, frequency of
individual study modes, and frequency
group study modes.

Research Questions
1. How do Asian American, Hispanic, and African
American students at selected high schools compare
with respect to parental involvement, time spent
homework, frequency of individual study modes, and
frequency of group study modes?
2. What are the differences when studying English,
Mathematics, Science and Social Studies among Asian
American, Hispanic, and African students with respect
to parental involvement, time spent on homework,
frequency of individual study modes, and frequency of
group study modes?

Null Hypothesis
Ho1 : There are no statistically significant
difference among Asian American,
Hispanic, and African American
students with respect to parental
involvement, time spent on English
homework, frequency of individual
study modes, and frequency of group
study modes.

Null Hypothesis
involvement, time spent on
Mathematics homework, frequency of
individual study modes, and
frequency of group study modes.

Null Hypothesis
involvement, time spent on Science
study modes.

Null Hypothesis
involvement, time spent on Social
Studies homework, frequency of
individual study modes, and
frequency of group study modes.

METHODS

Methods
Subjects of the Study
 713 High School Seniors, 18 years old
from 5 urban school districts in
Southeast Texas

Method: Instrumentation
 Six-Point,
Likert-type
Instrument
 What Influenced
Your Academic
Achievement
Questionnaire
 Five Sections with a
total of 26 questions
 Instrument
measured the
amount of Influence
from
1. Parental Involvement
2. Time Spent on
Homework
3. Frequency of Group
Study Modes
4. Frequency of
Individual Study
Modes

Method: Instrumentation
 Questionnaire Components
 Demographics (4 questions)
 Parental Involvement
(8 questions)
 Range : 0 – 48
 Time Spent on Homework
(6 questions)
 Range: 0 – 36
 Frequency of Individual Study
Modes (4 questions)
 Range: 0 – 24
 Frequency of Group Study
Modes (4 questions)
 Range: 0 - 24
 Weights of Responses
 1:Never/0-5 Hours,
 2: Rarely/5-10 Hours,
 3: Sometimes/10-25
Hours,
 4: Often/15–20 Hours,
 5: Very Often/ 20–25
Hours,
 6: Always/25+ Hours

Methods: Quantitative
 Descriptive Statistics
 One – Way ANOVA

Methods: Quantitative
 Independent Variables – The academic
Achievement of minority students: Asian
American, African American, and
Hispanic Students
 Dependent Variables – The influence of
Parental Involvement, Time Spent on
Homework, Frequency of Group Study
Modes and Frequency of Individual
Study Modes

Methods: Quantitative Pilot
The questionnaire was piloted to
students that are high school seniors to
ensure that the meanings of the
questions on the questionnaire are clear
and pertinent to the study, and the
answers given by the respondents are
the answers needed by the investigator.
 The students that participated in the study
were Asian American, African American and
Hispanic high school seniors.

Major Findings
2006 – 2007 Campus Demographics Percentages for the
Campuses involved in the Study.
(TEA 2006 – 2007 AEIS Report)
CAMPUS ASIAN
AMERICAN
AFRICAN
AMERICAN
HISPANIC
Campus 1 0.2% 82.7% 14.5%
Campus 2 6.0% 35.8% 11.5%
Campus 3 1.5% 90.8% 5.5%
Campus 4 2.1% 32.2% 54.1%
Campus 5 0.2% 7.3% 87.1%

Major Findings
2006 – 2007 Campus TAKS Passing Percentages for the Campuses
involved in the Study. (TEA 2006 – 2007 AEIS Report)
CAMPUS CAMPUS
SCORE
ASIAN
AMERICAN
HISPANIC AFRICAN
AMERICAN
Campus 1 44% * 34% 46%
Campus 2 73% 90% 63% 57%
Campus 3 56% * 22% 57%
Campus 4 62% 84% 59% 59%
Campus 5 57% * 59% 35%
*Indicates results are masked due to small numbers to protect student confidentiality

Major Findings :
Research Question 1
1. How do Asian American, Hispanic, and
African American students at selected
high schools compare with respect to
parental involvement, time spent
study modes?

Major Findings :
Research Question 1
FACTORS ASIAN
AMERICAN
HISPANIC AFRICAN
AMERICAN
PARENTAL
INVOLVMENT
25.70 23.82 26.08
TIME SPENT ON
HOMEWORK
9.90 9.18 9.86
INDIVIDUAL
STUDY MODES
12.30 10.76 11.36
GROUP STUDY
MODES
10.20 8.35 8.12
 Descriptive Statistics (Compare Means) on Parental involvement, Time
Spent on Homework, Individual Study Modes, and Group Study Modes
based on Ethnicity (N=713)

Major Findings:
Research Question 1
(Parental Involvement)

Major Findings:
Research Question 1
(Time Spent on Homework)

Major Findings:
Research Question 1
(Frequency of Individual Study Modes)

Major Findings:
Research Question 1
(Frequency of Group Study Modes)

Major Findings :
Research Question 1 and 2
FACTOR ETHNICITY MEAN SIG.
PARENTAL
INVOLVEMENT
Asian American
Hispanic
African American
.54
-1.71
.99
.93
Hispanic
Asian American
African American
-.54
-2.26*
.99
.03
African American
Asian American
Hispanic
1.71
2.26*
.93
.03
One-Way ANOVA (Compare Means)
Parental involvement based on Ethnicity (N=713) Sig.: p≤0.05

Major Findings:
Research Questions 1 and 2
TIME SPENT ON
HOMEWORK
(English, Math,
Science, and Social
Studies)
Asian American
Hispanic
African American
.71
.04
.90
1.00
Hispanic
Asian American
African American
-.71
-.67
.90
.26
African American
Asian American
Hispanic
-.04
.67
1.00
.16
Time Spent on Homework (English, Math, Science, and Social Studies)
based on Ethnicity (N=713) Sig.: p≤0.05

Major Findings:
FREQUENCY OF
INDIVIDUAL STUDY
MODES
(English, Math,
Science, and Social
Studies)
Asian American
Hispanic
African American
1.53
.94
.87
.97
Hispanic
Asian American
African American
-1.53
-.59
.87
.85
African American
Asian American
Hispanic
-.94
.59
.97
.85
Frequency of Individual Study Modes (English, Math, Science, and Social
Studies) based on Ethnicity (N=713) Sig.: p≤0.05

Major Findings:
FREQUENCY OF
GROUPS STUDY
MODES
(English, Math,
Science, and Social
Studies)
Asian American
Hispanic
African American
1.84
2.07
.47
.33
Hispanic
Asian American
African American
-1.84
.23
.47
.98
African American
Asian American
Hispanic
-2.07
-.23
.33
.98
Frequency of Group Study Modes (English, Math, Science, and Social
Studies) based on Ethnicity (N=713) Sig.: p≤0.05

Major Findings:
One-Way ANOVA
(Research Questions 1 & 2) Parental Involvement
 Statistically Significant difference between Hispanic and African American
students
(Reject the Null Hypothesis)
 Time Spent on Homework
(English, Math, Science, And Social Studies)
 No statistically significant differences among the minority groups
(Accept the Null Hypothesis)
 Frequency of Individual Study Modes
 Frequency of Group Study Modes

Conclusions
 There are no statistically significant
differences among Asian American, Hispanic
and African American students with respect
to parental involvement, time spent on
homework, frequency of individual study
modes and frequency of group study modes.
 There is, however, a statistically significant
difference among Hispanics and African
Americans with regard to parental
involvement.

Review of Literature

Review of Literature:
The Model Minority
 Ellington (2005) - Not only are the academic achievement levels higher
than other minorities, but Asians out-perform their peers in
almost every arena… Recent statistics indicate that well over
95% of Japanese are literate. Currently, over 95% of Japanese
high school students graduate compared to the 89% of American
students.
 Doan (2006) - The stereotype of being the model minority hurts at-risk
Asian American students. At-risk Asian American students
continue to be ignored or undeserved because of the success of the
entire group. When success of the Asian American group is
highlighted, educators and the general public direct their attention
to at-risk students of other ethnicities, forgetting that Asian
American students can also be at-risk.
 Shimahara(2001) - Asian Americans, see the United States as a land of
opportunity compared to their situation back home. They are
generally optimistic and trusting of U.S. society, and work hard in
school and in their jobs to succeed.

Social Factors that Impact the Academic Achievement of African
American Students
 Lew (2006) - Involuntary minorities who were forcefully incorporated
into the U. S. tend to attribute academic success with “whiteness”
and thus reject school success with their own ethnic and racial
identities.
 Chubb (2002) - Social scientists confidently predicted that after the
Supreme Court decision, Brown v. Board of Education, 1954, that
the academic gap among minorities would soon be eliminated.
However, this did not occur. Academic success of African
Americans went from abysmal to merely terrible
 Bennett (2004) - African American students in particular are likely to
experience doubts about their acceptance in educational
institutions and such concerns are likely to be accentuated in
academic environments that high achieving minority students strive
for.

Social Factors that Impact the Academic Achievement of
Hispanic Students
 Ramirez (2005) - Hispanic students tend to be poorer,
attend more segregated schools and live in urban areas.
However, current guidelines and educational practices
mandated for Hispanic students are built on such assumptions
and have had the unintended consequence of damaging the
students’ futures, education and otherwise.
 Cammarota (2006) - According to some Hispanic youth, the
assumption of their intellectual inferiority is the most
significant obstacle in their academic pursuits
 Sparks (2002) - studies have shown lower academic attainment
for second- and third- generation Latino students, so recent
immigration or limited English language proficiency cannot
be responsible for the entire gap

Parental Involvement (Research Question 1 & 2)
 Stewart (2007) - Parents can promote children’s cognitive
development and academic achievement directly by
becoming involved in their children’s educational activities.
 Gregory (2000) - The more involved parents are in their
children’s education, at home and at school, the more
successful children will be academically and socially.
Teachers report more positive feelings about their teaching
and schools when there is a greater degree of parent
involvement.
 Epstein (2002) – Strong academic outcomes among middle level
and high school students were associated with
communication between parents and school personnel about
the child’s schooling and future plans.

Time Spent on Homework
(Research Question 1 & 2)
 Wong (1986) - An interesting, and for some a discouraging feature of
contemporary high school education, is the finding that more
Hispanic and African American students and between 1 to 8 % of
the Asian students report not doing any homework or spending
less than one hour per week on it.
 Freeman (1995) - The amount of school hours is different between the
United States and Asian nations. Japanese students, for example,
spend more days in school and study more hours studying after
school. Thus, having more hours of instruction and practice in a
given subject than American students of the same age, the
Japanese students naturally tend to score higher.
 Xu (2004) - Doing homework often can create a foundation for
developing desirable work habits since “regardless of the
homework’s intellectual content, there is a need to deal with
distractions, and a role for emotional coping, task force, and
persistence.”

Frequency of Group and Individual Study Modes
(Research Question 1 & 2)
 Lambert (2006) - The way a student studies determines what
knowledge is retained and learned, what concepts are
understood and how a student can apply what is learned.
Although secondary level teachers often assume that all
students have acquired sufficient study skills by the time
they reach high school, many have not
 Slavin (1980) - Learning team techniques have generally had
positive effects on such student outcomes as academic
achievement and mutual attraction among students. Group
forms of study habits increase academic achievement.
 Decoker (2002) - Rapid learners can help those who are slower,
and students who do not understand the lesson can ask
questions of the fast learners

RECOMMENDATIONS

Practical Recommendations
1. Teachers may need to implement the use of
effective study habits in order for students to
learn content at their optimal level.
2. Parents need to take an active, participatory role
in the education of their child. When schools
attempt to reach out to parents, parents need to
be willing to meet schools half way.
3. Policies and standards that are created and
implemented on the state and district levels need
to accommodate the students and not the
interest or agendas of lobbyists, bureaucrats, or
unions.

Practical Recommendations
4. Also when creating state test, the
understanding that not all students come
from like backgrounds or experiences need to
be taken into account.
5. When donating money, educational
foundations that award grants need to ensure
that the programs that they fund enhance the
education of all students.
6. The standardized tests that are used in
education need to be modified to adequately
test all students of every race and
background.

Recommendations for Further Study
 A study should be conducted to investigate
individual test scores to be compared to the
impact of parental involvement, time spent on
homework, frequency of individual study
modes and frequency of group study modes
on individual students.
 The study should also include a qualitative
component such as interviews to introduce
the importance of cultural and social beliefs
and values on minority students’ education.

Recommendations for Further Study
 A study could be conducted to investigate a difference among
minority groups in urban and rural school districts with respect
to parental involvement, time spent on homework, frequency of
individual study modes and frequency of group study modes
with a comparison of cultural and social beliefs and values
between the students enrolled in the urban and suburban
school districts.
 A study could also be conducted to include a qualitative
component of parents and their children and their insight on
what impacts the academic achievement of their child based on
parental involvement, time spent on homework, frequency of
individual study modes, frequency of group study modes,
cultural and social beliefs and values.

FACTORS THAT IMPACT THE ACADEMIC
ACHIEVEMENT OF MINORITY STUDENTS:
A COMPARISON AMONG ASIAN-
AMERICAN, AFRICAN-AMERICAN, AND
HISPANIC STUDENTS IN LARGE URBAN
SCHOOL DISTRICTS
A Dissertation Defense
By
Grace Thomas Nickerson

Dr. William Allan Kritsonis, Dissertation Chair for Grace Thomas Nickerson, Dissertation Defense PPT.

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