Mickelson, Roslyn A., & Greene, Anthony D.
Researchers: Anthony D. GreeneRoslyn A. Mickelson
University Affiliation: University of North Carolina at Charlotte, University of Miami
Email: rmicklsn@uncc.edu
Research Question:
Explores the sources of variation in Black adolescent students' academic achievement during Middle School.
Published: 1
Journal Name or Institutional Affiliation: The Journal of Negro Education
Journal Entry: Vol. 75, No. 1, pp. 34-48
Year: 2006
Findings:
- Females were more likely than males to be placed in higher academic tracks and to report that their parents make school decisions with them
- Females had significantly higher educational expectations than males.
- Higher track placement has a positive effect on both mathematics and reading performance for both males and females.
- More boys link school success with ethnic inauthenticity, the lower they score on both EOG tests in math and language/English.
- Family background does not influence track placement for males but it does have a significant positive effect on female’s placements.
- Educational aspirations are important predictors of male student’s higher track placements. *) Overall pattern that emerged indicated that all students outcomes are affected by their track location and prior achievement. *) A combination of factors including school processes, parental involvement, and attitudes and actors of Black students themselves shape these outcomes.