Mickelson, Roslyn A., & Greene, Anthony D.
Connecting Pieces of the Puzzle: Gender Differences in Black Middle School Students' Achievement
University of North Carolina at Charlotte, University of Miami
Explores the sources of variation in Black adolescent students' academic achievement during Middle School.
Journal Name or Institutional Affiliation:
The Journal of Negro Education
Vol. 75, No. 1, pp. 34-48
- 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.
Journal Article Empirical Research
Academic Achievement, Cultural Capital, English, Gender, Math, Middle School, Outcomes, Reading, Tracking
Method of Analysis:
Unit of Analysis:
- Survey data and interviews from an investigation of school reform in CMS
- Randomly selected 8th grade English classes in every CMS Middle School N=24
- 463 males and 551 females in Black subsample
- 160 open-ended in depth interviews
- DV: Achievement indicators (eighth grade end-of-grade test scores in math and reading, fourth-quarter grade point averages, prior achievement measured as second grade math and reading CAT scores)
- IV: Family factors (family SES, cultural capital, parental involvement), school factors (exposure to elementary school segregation, percentage of student body whose parents had four-year degree, percentage of fully licensed and credentialed teachers), student factors (English track level, self-reported effort, abstract attitudes, oppositional attitudes)