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Exploring the Impact of Involvement on Black Collegians’ Degree Aspirations
Journal of African American Studies Pub Date : 2020-07-02 , DOI: 10.1007/s12111-020-09477-4
Marjorie L. Dorimé-Williams

Educators, policy makers, and researchers continue to focus on addressing needs of Black students by associating financial status with social, cultural, and academic deficiencies. The purpose of this study was to explore socioeconomic status (SES) differences in the relationship between Black college students’ involvement and their educational outcomes. Results show statistically significant differences between Black students in different SES quartiles and their involvement, educational expectations, and statistically significant differences between different forms of involvement and educational expectations. This study also found that although students from the high SES quartile had higher educational expectations and greater mean involvement composite scores, this finding did not apply consistently for all SES quartiles. There are significant implications for policy and practice based on findings that can improve efforts to support Black students’ collegiate outcomes.



中文翻译:

探索参与对黑人大学生学位愿望的影响

教育工作者,政策制定者和研究人员通过将财务状况与社会,文化和学术上的缺陷联系起来,继续致力于满足黑人学生的需求。这项研究的目的是探讨黑人大学生的参与程度与其教育成果之间的关系中的社会经济地位(SES)差异。结果显示,在不同的SES四分位数中,黑人学生之间的统计显着差异及其参与程度,教育期望,以及不同形式的参与和教育期望之间的统计学显着差异。这项研究还发现,尽管来自高SES四分位数的学生对教育的期望更高,并且平均参与度综合得分也更高,但这一发现并非始终适用于所有SES四分位数。

更新日期:2020-07-02
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