This document summarizes a study that examined the relationship between Filipino students' racial/ethnic identification and academic achievement. It hypothesizes that identifying as Asian American will correlate with better academic performance than identifying as Pacific Islander. The study surveyed 79 Filipino high school students about their generational status, racial/ethnic identification, experiences with the "model minority" stereotype, and academic achievement. Preliminary findings showed racial identification was not associated with achievement, but internalizing the model minority stereotype was correlated with higher achievement.
Get out!!! black male suspensions in california public schools #BMIUCLA #SDSUGary Clarke
This report is a joint publication of the Black Minds Project (an initiative of the Community College Equity Assessment Lab (CCEAL) at San Diego State University (SDSU) and the Black Male Institute at the University of California, Los-Angeles (UCLA). In this report, we present analyses of publicly available statewide data on the suspension of Black males in California’s public schools.
The statewide suspension rate for Black males is 3.6 times
greater than that of the statewide rate for all students. Specifically, while 3.6% of all students were suspended in 2016-2017, the
suspension rate for Black boys and young men was 12.8%.
• Since 2011-2012, the suspension rates of Black males in California
has declined from 17.8% to 12.8%.
• The highest suspension disparity by grade level occurs in early
childhood education (Grades K through 3) where Black boys are
5.6 times more likely to be suspended than the state average.
• Black male students who are classified as “foster youth” are
suspended at noticeably high rates, at 27.4%. Across all analyses,
Black males who were foster youth in seventh and eighth grade
represented the subgroup that had the highest percentage of
Black male suspensions, at 41.0%.
• The highest total suspensions occurred in large urban counties,
such as Los Angeles County, Sacramento County, San
Bernardino County, Riverside County, and Contra Costa County.
In fact, these five counties alone account for 61% of Black
male suspensions.
• The highest suspension rates for Black males occur in rural
counties that have smaller Black male enrollments. In 2016-2017,Glenn County led the state in Black male suspensions at 42.9%.
• Other Counties with high suspension rates included Amador
County, Colusa County, Del Norte County, and Tehama County.
San Joaquin county has especially high suspension patterns.
In the past 5 years, they have reported suspension rates
at 20% or above. Four counties have reported similarly high
suspension patterns across the past 4 of 5 years, they include:
Modoc County, Butte County, Merced County, and Yuba County.
• A number of districts have large numbers of Black boys
and young men who were suspended at least once. Some
of these districts included Sacramento City Unified (n = 887),
Los Angeles Unified (n = 849), Elk Grove Unified (n = 745), Fresno
Unified (n = 729) and Oakland Unified (n = 711).
• There are 10 school districts in the state with suspension rates
above 30%. Of these, the highest suspension rates are reported
at Bayshore Elementary (San Mateo County, at 50%), Oroville
Union High (Butte County, at 45.2%), and the California School for
the Deaf-Fremont (Alameda County, at 43.8%).
• There are 88 school districts in the state of California that have
suspension rates for Black males that are below the state
average. These schools vary in size, urbanicity, and region.
#BMIUCLA
Con el fin de resolver un problema o revertir una tendencia, el investigador debe primero identificar el problema y luego sugerir soluciones o resoluciones para ese problema con el fin de ofrecer esperanzas para el futuro. De todas las indicaciones, los estudiantes afroamericanos están quedando rezagados en la educación universitaria. De los que llegan a la Universidad, un porcentaje preocupante no perseverar a la graduación. Entre quienes más en riesgo por la falta de éxito en la Universidad están los hombres afroamericanos. En promedio, los varones negros en Estados Unidos parecen estar en serios problemas: por ejemplo, muchos más hombres negros de Universidad de edad están en la cárcel que están matriculados en la educación superior. Un estudio de política de la justicia en el año 2000 (Associated Press, 28 de marzo de 2006) informaron que menos hombres afro americanos estaban en la educación superior (603.000) que estaban en prisión y cárcel (791.600); y la tasa sigue divergen (Schauer & Schauer, 2006 & 2007a). Debe revertirse esta tendencia debilitante y es una alternativa disponible para apoyar a quienes optan por educación. Por lo tanto, parece tener sentido que una vez que estos jóvenes están en la Universidad, deben hacerse todos los esfuerzos para mantenerlos allí. Mediante el estudio de algunos de los correlatos de éxito macho negro, se espera que más hombres afro americanos pueden ser ayudados hacia alcanzar títulos universitarios y una mayor movilidad de carrera a través de intervenciones más exactamente enfocado a satisfacer sus necesidades precisas (Schauer & Schauer, 2007a).
Get out!!! black male suspensions in california public schools #BMIUCLA #SDSUGary Clarke
This report is a joint publication of the Black Minds Project (an initiative of the Community College Equity Assessment Lab (CCEAL) at San Diego State University (SDSU) and the Black Male Institute at the University of California, Los-Angeles (UCLA). In this report, we present analyses of publicly available statewide data on the suspension of Black males in California’s public schools.
The statewide suspension rate for Black males is 3.6 times
greater than that of the statewide rate for all students. Specifically, while 3.6% of all students were suspended in 2016-2017, the
suspension rate for Black boys and young men was 12.8%.
• Since 2011-2012, the suspension rates of Black males in California
has declined from 17.8% to 12.8%.
• The highest suspension disparity by grade level occurs in early
childhood education (Grades K through 3) where Black boys are
5.6 times more likely to be suspended than the state average.
• Black male students who are classified as “foster youth” are
suspended at noticeably high rates, at 27.4%. Across all analyses,
Black males who were foster youth in seventh and eighth grade
represented the subgroup that had the highest percentage of
Black male suspensions, at 41.0%.
• The highest total suspensions occurred in large urban counties,
such as Los Angeles County, Sacramento County, San
Bernardino County, Riverside County, and Contra Costa County.
In fact, these five counties alone account for 61% of Black
male suspensions.
• The highest suspension rates for Black males occur in rural
counties that have smaller Black male enrollments. In 2016-2017,Glenn County led the state in Black male suspensions at 42.9%.
• Other Counties with high suspension rates included Amador
County, Colusa County, Del Norte County, and Tehama County.
San Joaquin county has especially high suspension patterns.
In the past 5 years, they have reported suspension rates
at 20% or above. Four counties have reported similarly high
suspension patterns across the past 4 of 5 years, they include:
Modoc County, Butte County, Merced County, and Yuba County.
• A number of districts have large numbers of Black boys
and young men who were suspended at least once. Some
of these districts included Sacramento City Unified (n = 887),
Los Angeles Unified (n = 849), Elk Grove Unified (n = 745), Fresno
Unified (n = 729) and Oakland Unified (n = 711).
• There are 10 school districts in the state with suspension rates
above 30%. Of these, the highest suspension rates are reported
at Bayshore Elementary (San Mateo County, at 50%), Oroville
Union High (Butte County, at 45.2%), and the California School for
the Deaf-Fremont (Alameda County, at 43.8%).
• There are 88 school districts in the state of California that have
suspension rates for Black males that are below the state
average. These schools vary in size, urbanicity, and region.
#BMIUCLA
Con el fin de resolver un problema o revertir una tendencia, el investigador debe primero identificar el problema y luego sugerir soluciones o resoluciones para ese problema con el fin de ofrecer esperanzas para el futuro. De todas las indicaciones, los estudiantes afroamericanos están quedando rezagados en la educación universitaria. De los que llegan a la Universidad, un porcentaje preocupante no perseverar a la graduación. Entre quienes más en riesgo por la falta de éxito en la Universidad están los hombres afroamericanos. En promedio, los varones negros en Estados Unidos parecen estar en serios problemas: por ejemplo, muchos más hombres negros de Universidad de edad están en la cárcel que están matriculados en la educación superior. Un estudio de política de la justicia en el año 2000 (Associated Press, 28 de marzo de 2006) informaron que menos hombres afro americanos estaban en la educación superior (603.000) que estaban en prisión y cárcel (791.600); y la tasa sigue divergen (Schauer & Schauer, 2006 & 2007a). Debe revertirse esta tendencia debilitante y es una alternativa disponible para apoyar a quienes optan por educación. Por lo tanto, parece tener sentido que una vez que estos jóvenes están en la Universidad, deben hacerse todos los esfuerzos para mantenerlos allí. Mediante el estudio de algunos de los correlatos de éxito macho negro, se espera que más hombres afro americanos pueden ser ayudados hacia alcanzar títulos universitarios y una mayor movilidad de carrera a través de intervenciones más exactamente enfocado a satisfacer sus necesidades precisas (Schauer & Schauer, 2007a).
Status and Trends in the Education of Racial and Ethnic GroupsJamie Asaka
The National Center for Education Statistics (NCES) developed this report regarding the education progress and growth of students in the U.S. based on race and ethnicity. While the study does highlight key indicators in terms of growth based on environmental differences, there are clear discrepancies within race and ethnicity which varies the rate of progress.
EFFECT OF PARENTS’ INFLUENCE ON SEXUAL BEHAVIOUR AMONG STUDENTS IN SECONDAR...paperpublications3
Abstract:Increased sexual liberty and early initiation of adolescents into sexual activities have led to irresponsible and risky sexual behaviors among the adolescents. However, regardless of the availability of various sources of information about sexuality and reproduction, the adolescents are yet to adopt safe sexual behaviors. This has raised questions about the effects of parents on sexual behaviors among adolescent students. This study sought to investigate the effects parents' influence on the sexual behaviors among students in secondary schools in Nyahururu Division, Laikipia County. This study adopted an ex post facto research design. A random sample, of 338 respondents, was chosen from the seven randomly selected schools. Data was collected through administration of a structured questionnaire to the selected respondents. The collected data was then processed and analyzed descriptively using Statistical Package for Social Science (SPSS) version 17 for Windows. The content validity of the research instrument was established by ascertaining that it contained information that answered the research objectives. The instrument was piloted to ensure reliability and it gave a reliability coefficient of 0.82. The study finding indicated that most parents encouraged their adolescent children to have good sexual behaviors. They, however, lacked effective communication skills to pass their good intentions to their adolescent children and thus making their discussions on sexual matters boring and uninteresting. The study recommends the need for parents to adopt effective communication skills that could enable them pass their good sexual intentions to their adolescent children.
Keywords:Parental Influence, Sexual behaviors, Sexual problems, Adolescent, Sex related information, Parent.
Firma GEPOL serdecznie zaprasza do udziału w specjalistycznych szkoleniach z zakresu: planowania przestrzennego; fotogrametrii (przy użyciu dronów); programów GIS: MapInfo, QGIS na różnych poziomach zaawansowania oraz z tworzenia i zarządzania bazami danych.
Status and Trends in the Education of Racial and Ethnic GroupsJamie Asaka
The National Center for Education Statistics (NCES) developed this report regarding the education progress and growth of students in the U.S. based on race and ethnicity. While the study does highlight key indicators in terms of growth based on environmental differences, there are clear discrepancies within race and ethnicity which varies the rate of progress.
EFFECT OF PARENTS’ INFLUENCE ON SEXUAL BEHAVIOUR AMONG STUDENTS IN SECONDAR...paperpublications3
Abstract:Increased sexual liberty and early initiation of adolescents into sexual activities have led to irresponsible and risky sexual behaviors among the adolescents. However, regardless of the availability of various sources of information about sexuality and reproduction, the adolescents are yet to adopt safe sexual behaviors. This has raised questions about the effects of parents on sexual behaviors among adolescent students. This study sought to investigate the effects parents' influence on the sexual behaviors among students in secondary schools in Nyahururu Division, Laikipia County. This study adopted an ex post facto research design. A random sample, of 338 respondents, was chosen from the seven randomly selected schools. Data was collected through administration of a structured questionnaire to the selected respondents. The collected data was then processed and analyzed descriptively using Statistical Package for Social Science (SPSS) version 17 for Windows. The content validity of the research instrument was established by ascertaining that it contained information that answered the research objectives. The instrument was piloted to ensure reliability and it gave a reliability coefficient of 0.82. The study finding indicated that most parents encouraged their adolescent children to have good sexual behaviors. They, however, lacked effective communication skills to pass their good intentions to their adolescent children and thus making their discussions on sexual matters boring and uninteresting. The study recommends the need for parents to adopt effective communication skills that could enable them pass their good sexual intentions to their adolescent children.
Keywords:Parental Influence, Sexual behaviors, Sexual problems, Adolescent, Sex related information, Parent.
Firma GEPOL serdecznie zaprasza do udziału w specjalistycznych szkoleniach z zakresu: planowania przestrzennego; fotogrametrii (przy użyciu dronów); programów GIS: MapInfo, QGIS na różnych poziomach zaawansowania oraz z tworzenia i zarządzania bazami danych.
El teléfono es un dispositivo de telecomunicación diseñado para transmitir señales acústicas a distancia por medio de señales eléctricas.
Durante mucho tiempo Alexander Graham Bell fue considerado el inventor del teléfono, junto con Elisha Gray. Sin embargo, Bell no fue el inventor de este aparato, sino solamente el primero en patentarlo. Esto ocurrió en 1876. El 11 de junio de 2002 el Congreso de Estados Unidos aprobó la resolución 269,que se reconocía que el inventor del teléfono había sido Antonio Meucci, que lo llamó teletrófono, y no Bell.1
En 1871 Meucci solo pudo, por dificultades económicas, presentar una breve descripción de su invento, pero no formalizar la patente ante la Oficina de Patentes de Estados Unidos.
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DR Richard Isaacs, MD joined Kaiser Permanente in 1995 and he has Advanced Certification in Head and Neck Oncologic Surgery. His specialties include: orbital, nasal, and maxillofacial surgery, as well as thyroid and parathyroid surgery. Additionally, Rich is trained in Facial Plastic and Reconstr.
Running head DROPOUT RATES OF AFRICAN AMERICAN MALES IN SPECI.docxjeanettehully
Running head: DROPOUT RATES OF AFRICAN AMERICAN MALES IN SPECIAL 1
Dropout Rates of African American Males in Special Education
Jane Doe
Sam Houston State University
DROPOUT RATES OF AFRICAN AMERICAN MALES IN SPECIAL 2
Synopsis
There is extensive research on the topic of dropout rates of students in the United States.
This research shows an historical impact of how African Americans are overrepresented in
special education programs and have high dropout rates. As the research will establish, there are
many reasons cited for dropping out with negative consequences rippling across this growing
population. Empirical studies define reasons for dropping out, estimate dropout rates with ever
increasing precision, and examining the correlates of dropping out, including race,
socioeconomic status (SES), and school’s performance.
Abstract
Educational Attainment, while highly valued, is in short supply among African
Americans. Overrepresentations of African Americans are much more prevalent and are more
pervasive with a well documented history of oppression and discrimination that have
characterized race relations in American history (Skiba, Simmons, Ritter, Gibb, Rausch,
Cuadrado, & Chung, Spring 2008). The purpose of this study is to examine dropout rates of
African American males in special education settings. More specifically, this study will examine
the relationship of gender, educational placement and dropout rates of students in high school.
The population of this study consists of elementary and secondary students across the nation
enrolled in public schools. The study will use Ad Hoc data compiled from the Composition
Index (CI), the Risk Index (RI), and Relative Risk Ratio. The findings of this study revealed that
there is a significant correlation between race and gender for educational placement in special
education. Further, the findings revealed that there is also a significant between race and gender
and high school dropout rates.
DROPOUT RATES OF AFRICAN AMERICAN MALES IN SPECIAL 3
Introduction
Educational Attainment, while highly valued, is in short supply among African
Americans. More specifically, African American males are disproportionately placed in special
education and labeled mentally challenged at higher rates than their White, non-Hispanic
counterparts. In contrast to special education, African American males are placed in advanced
placement and identified gifted/ talented at one-sixth as often as White non-Hispanic males in the
greater Houston area. Research supports that this is not a new phenomenon. Historically, special
education was created from the efforts of the Civil Rights movement. Concerns of racial
inequality led to litigation that brought about the first special education legislation. Because of
this unique tie to the Civil Rights movement, it is very ironic that there are racial disparities in
the placement of min ...
Grace Thomas Nickerson, PhD Dissertation Proposal Defense, Dr. William Allan ...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Grace Thomas Nickerson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Academic achievement trajectories of adolescents from Mexican.docxnettletondevon
Academic achievement trajectories of adolescents from Mexican
and East Asian immigrant families in the United States
Yu-Jin Jeong*† and Alan C. Acock
School of Social and Behavioral Health, Oregon State University, Corvallis, OR, USA
Drawing on the National Educational Longitudinal Survey 1988 (NELS:88), this
study identified (1) the growth pattern of academic achievement of adolescent
children from Mexican and East Asian immigrant families; (2) investigated to
what extent ethnicity and family capital influenced the trajectories in the aca-
demic achievement of children from Mexican and East Asian immigrant families
in the United States. The growth curve model analysis showed that ethnicity
had a significant main effect on academic trajectories. Taking into account vari-
ous forms of family capital, however, there was no significant ethnicity effect
on the rate of change. In addition, compared to parents with a lower level of
family capital, those whose families had higher levels of capital generally did
better at eighth grade and these students’ achievement accelerated over time.
Implications and limitations are also discussed.
Keywords: Academic achievement trajectories; Adolescents; Ethnicity; Family
capital; Immigrant families
Introduction
The number of children in immigrant families has rapidly increased across the Uni-
ted States. The proportion of these children expectedly increases to one in three by
2015 (Annie E. Casey Foundation. 2007). Given that the academic success of ado-
lescents is directly associated with graduation from high school, college entrance
and eventual socio-economic attainment (Crosnoe 2005; Gregory and Weinstein
2004; Gregory 2008; Heard 2007), researchers, policy-makers and educators have
paid attention to whether youth from immigrant families do as well as their peers
with non-immigrant parents. Children raised by immigrant parents may have some
disadvantages, such as the lack of their parents’ English proficiency and knowledge
of the US culture and educational systems. Consequently, students with immigrant
parents are more likely to fail classes and drop out of school in comparison to stu-
dents with non-immigrant parents. Despite these challenges, many adolescents from
immigrant families perform as well as their peers (Fuligni 1997; Han 2006). Some
students even outperform their classmates with US-born parents (Pong, Hao, and
Gardner 2005). In order to account for the variation of educational achievement
among children from immigrant families, various factors have been studied, such as
ethnicity, family background, parenting behaviours and neighbourhood resources, to
*Corresponding author. Email: [email protected]
†New affiliation: Department of Child Studies, Chonbuk National University, Jeon Ju, South
Korea
Educational Review, 2014
Vol. 66, No. 2, 226–244, http://dx.doi.org/10.1080/00131911.2013.769936
� 2013 Educational Review
name a few. With few exceptions (Han 2008; Zhang 2003), however, mo.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
SummaryIn this chapter, we discussed the changing context of sch.docxfredr6
Summary
In this chapter, we discussed the changing context of schooling in the United States, the research evidence that examines the influence of families on children’s school success, and the evidence on the influence of schools on families. We highlighted the revolutionary changes in teacher beliefs and practices that undergird educators’ current efforts to build more culturally responsive relationships with students and their families. These new practices require educators to (a) build on students’ and families’ funds of knowledge, (b) share the role of expert with families, (c) practice no-fault problem solving, and (d) create opportunities for nonproblematic family–school interaction. We described the benefits and barriers to be derived from these new ways of interacting with families. Finally, we discussed the philosophy and goals that underlie the development of this book.
Activities and Questions
1. Consider the dramatic demographic changes in the student population, ages birth to 17, that are predicted in the next 10 years. How might these changes affect your ideas about whom you might be teaching when you enter the profession?
2. In contrast to the traditional ways that educators relate to families, describe four ways that collaborative educators are connecting with families. Which specific changes in these teacher beliefs and practices of interacting with their students’ families seem most different from the teacher practices that you or your family experienced during your elementary and high school years of schooling?
3. Is there any evidence that parent–family involvement in their children’s schooling matters? If so, what is it?
Resources
ChildStats.govwww.childstats.gov
ChildStats.gov provides information on key national indicators of U.S. children’s well-being on an annual basis.
Children’s Defense Fundwww.childrensdefense.org
The Children’s Defense Fund provides effective advocacy for all children in the United States, with a particular attention to the needs of impoverished children from culturally and linguistically diverse backgrounds. This organization offers current data related to trends in children’s well-being and highly relevant publications.CHAPTER 1 Connecting with Families: A Nice or a Necessary Practice?
Ellen S. Amatea
Learning Objectives
After reading this chapter, you will be able to
■ Describe the changing demographics of the student body and teacher workforce in U.S. schools.
■ Summarize the research documenting the differences in educational outcomes and school conditions among low-income, racially and ethnically diverse students, and middle-income student populations.
■ Describe the influence of families on children’s learning and the influence of schools on families.
■ Describe the fundamental changes in how educators who seek to make schools more responsive to culturally diverse students and their families teach and structure their relations with students, their families, and other persons in the communi.
CULTURAL BIAS IN ASSESSMENT CAN CREATIVITY ASSESSMENT HELP.docxrichardnorman90310
CULTURAL BIAS IN ASSESSMENT:
CAN CREATIVITY ASSESSMENT HELP?
I N T E R N A T I O N A L J O U R N A L O F C R I T I C A L P E D A G O G Y
KYUNG HEE KIM
DARYA ZABELINA
Abstract
Culture and background may lead to the inaccuracy of assessments, including
traditional tests and alternative assessments. Standardized tests intend to measure
intelligence and general knowledge, but they are normed based on the knowledge
and values of the majority groups, which can create bias against minority groups,
including gender, race, community status, and persons with different language
backgrounds, socioeconomic status, and culture. Although alternative assess-
ments are considered to be more culturally fair, they are still not completely fair.
Creativity is as important as intelligence, and creativity assessment measures are
normed on individual cultures. To reduce bias, we suggest that creativity assess-
ments be added to traditional tests and alternative assessments.
Key Words: assessment, cultural bias, creativity, standardized tests, cul-
tural validity
STANDARDIZED TESTS
Standardized tests assert that they are fair and impartial measures of academic
performance and have become the most prevalent measures of the quality of
educational programs. The U.S. No Child Left Behind Act (NCLBA) required
standardized testing of students at all levels of education: elementary, middle,
and high school. The NCLBA implemented a federally –mandated testing pro-
tocol that continues under the Race to the Top (RttT). Government agencies
use these tests to determine that the various school systems in the U.S. equally
serve every child, no matter their cultural background. However, performance
gaps on standardized tests between ethnic minority groups (African American,
130 | International Journal of Critical Pedagogy | Vol. 6 No. 2, 2015
Latino, and Native American) and non-minority groups (mostly white/European
American, but lately also Asian American students) in the U.S. prevail despite the
government’s effort to reduce them (Arbuthnot, 2009; Forum for Education and
Democracy, 2008; Salinas & Garr, 2009; U.S. Department of Education, 2005).
Method bias may contribute to performance gaps between ethnic minority
groups and non-minority groups in the U. S. due to the norming process of
standardized tests. In general, most tests are normed using the scores of majority
group populations. It may be inappropriate to use the same assessments with indi-
viduals of various racial/ethnic minority groups without norming the instrument
to reflect those groups. If the cultural or linguistic backgrounds of the individuals
being tested are not adequately represented in the norming group, the validity
and reliability of the test are questionable when used with such individuals (Pa-
dilla & Borsato, 2008). For example, the Scholastic Aptitude Test (SAT) used an
analogy with the word “regatta” that few African American students knew whil.
THE IMPACT OF ACADEMIC SELF-EFFICACY,ACCULTURATION DIFFICULT.docxcherry686017
THE IMPACT OF ACADEMIC SELF-EFFICACY,
ACCULTURATION DIFFICULTIES, AND LANGUAGE
ABILITIES ON PROCRASTINATION BEHAVIOR IN CHINESE
INTERNATIONAL STUDENTS
ROBERT JAY LOWINGER
Bluefield State College
ZHAOMINHE ..
Texas Tech University
MIRANDA L I N
Illinois State University
M E I CHANG
University of North Texas
This study examined the role of aeademic self-efficacy, aeculturation
difficulties, and language abilities on procrastination behavior using
a convenience sample of 264 Chinese intemational students studying
at three public universities in the United States. While there were no
significant mean gender differences on any of the measures, results
indicate that the impact of the independent variables on procrastination
behavior varied by gender. For males, significant correlations with
academic procrastination were found for discrimination (i=.3O, p=.OO)
and homesickness (i=. 19, p=.O5). For females, significant correlations
with academic procrastination were found for academic self-efficacy
(r=.41, p=.OO), English language ability (i= -.24, p=.Ol), and culture
shock & stress (i=. 18, p=.O5). There were no significant effects with
academic procrastination for age (F=. 15, p=.7O), marital status (F=. 16,
p=.69), undergraduate/graduate status (F=. 16, p=.69), or length of time
in the United States (F=1.57, p=.21).
Key words: Chinese international students, procrastination, self-efSca-
cy, acculturation, language abilities
Academic procrastination has been defined procrastinate regularly and roughly 2 0 % do
as an irrational delay in performing academ- so habitually (Schraw, Wadkins, & Olafson,
ic tasks required of students (e.g., studying 2007). Asia is the largest region sending stu-
for exams, reading assignments, performing dents to the U.S. by a wide margin. The Open
academic administrative and attendance Doors report (Institute of Intemational Edu-
tasks) (Ozer, Demir, & Ferrari, 2009). It has cation, 2011) shows that 5 8 % of intemational
been shown to have considerable negative students studying in the U.S. in 2004/05 came
consequences including poor academic per- from Asia, and China is the second leading
formance and increased stress (Chu & Choi, place of origin with 62,523 students (Obst
2005). Despite these negative consequences, & Forster, 2011). Intemational students
more than 7 0 % of students report that they face many cultural and academic challenges
142 / College Student Journal
in the new culture (Poyrazli, Arbona, Nora,
McPherson, & Pisecco, 2002). Therefore, it
is important that issues of academic adjust-
ment including academic procrastination be
studied in this population. Although there is
little or no research on academic procrastina-
tion in Chinese intemational students or even
other groups of intemational students, there is
significant research on the factors associated
with academic procrastination in students,
including Chinese students, attending college
in their native countries (e.g., Ackerman &
Gro ...
The Relationship between student sense of belonging and college-going beliefs...Dr. Jamie Stagno-Steiner
Although there is an abundance of research on middle school counseling, college readiness and belonging, there is a gap in the research regarding middle school students
and attempts to correlate their sense of belonging to college-going beliefs. Research identifies eighth grade as a critical time in a student’s education in which they make
important post-secondary decisions. The research stressed that a student’s academic achievement was not only influenced by intellectual abilities, but by their school climate. The purpose of this mixed methods study was to identify a correlation between school- based factors, specifically a student’s sense of belonging, and college-going beliefs. One hundred eighty-four eighth-grade students from a diverse suburban middle school were
surveyed on their college-going beliefs as well as their sense of belonging. In addition, focus groups were facilitated to further explore how students felt about their school environment and post-secondary planning. The findings showed a significant statistical correlation between students’ sense of school belonging and college-going beliefs. This is significant because it begins to address the void in the research identifying how school
based factors are related to students’ college-going beliefs. Focus group data also enhanced quantitative findings by highlighting how students who described a positive sense of belonging in school had strong intentions and higher confidence for attending college after high school. The results of this research will help educators improve programs, develop stronger relationships with students and strengthen the curriculum to better prepare students for high school and beyond.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Running head: EDUCATION IN THE U.S. AND FINLAND 1
Education in the United States and Finland:
A Comparative Analysis
Deanna C. Childress
Aurora University
Spring 2010
EDUCATION IN THE U.S. AND FINLAND 2
Abstract
This paper addresses selected factors contributing to the educational outcomes in the U.S.
compared to Finland. The U.S. system is the focus, but it is compared and contrasted to the
education system in Finland because the international comparisons of educational outcomes
position Finland at the top of the list. Basic information related to education and employment in
each country is provided, and the tools used to measure educational outcomes are explained.
The literature review provides suggestions regarding the possible causes of educational
disparities within the U.S., as well as the factors contributing to educational outcomes. In
addition, the results of an empirical survey of college students’ opinions about the factors
playing the most important role in shaping educational outcomes are presented, analyzed, and
interpreted by means of selected sociological classical and contemporary theoretical
perspectives.
EDUCATION IN THE U.S. AND FINLAND 3
Education in the United States and Finland: A Comparative Analysis
This analysis was conducted in order to examine educational disparities within the United
States (U.S.) education system. Within this system, there exists evidence of disparities between
funding, curriculum, and test scores. Some schools have higher or lower funding, varying
curriculum content, and a wide range of test scores, depending on the school. This thesis is
based on two major components: one based only on secondary sources & another one based on
data I generated by conducting an exploratory study of college students’ opinions about the
factors contributing to disparities in education and education outcomes. Both the literature
review and the survey focus solely on the U.S. system of education with no comparisons made to
the education system in any other country. The importance of the literature review rests on the
illustration of disparities in educational attainment within the U.S. education system and the
discussions surrounding these disparities. The survey is important because it provides an
appraisal of the assessment that college students have about the U.S. education system.
Knowing how college students assess the current education system is crucial to the future of the
U.S. education system because they are the future educators and leaders of the U.S.
I chose to assess the education system in Finland and compare it to the education system
in the United States because, although Finland has a smaller economy .
Inter-Rater Reliability of the Hispanic Bilingual Gifted Screening Instrument...William Kritsonis
Inter-Rater Reliability of the Hispanic Bilingual Gifted Screening Instrument (HBGSI) by Dr. Alma L. Contreras-Vanegas, Dr. Rafael Lara-Alecio, Dr. Fuhui Tong, Dr. Beverly J. Irby - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Inter-Rater Reliability of the Hispanic Bilingual Gifted Screening Instrument...
Final draft for AIP-03172016
1. 1
ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
Asian American or Pacific Islander? Examining the Relationship between Filipino Students'
Racial-ethnic Identification and Academic Achievement
Yu Jung (Eddie) Chen
University of California, San Diego
Author Note
Yu Jung Chen is an international student from Taiwan, and will finish his B.A. in Political
Science with a minor in Education Studies from University of California, San Diego in Spring
2016. He is interested in bilingual education, public policy, and identity issues.
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ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
ABSTRACT
Many researchers have demonstrated the relationship between racial-ethnic
identification and academic achievement (Arroyo & Zigler, 1995; Strobel, 1996; Sirin, 2005).
According to the Pew Research Center (2012), the Filipino American population has
dramatically increased since 1980. Yet, we still have much to learn about the experiences of
this dynamic and diverse ethnic group. In this paper, I examined how academic achievement
relates to Filipino American students’ racial-ethnic identification, and internalization and
experiences of the model minority stereotype. Drawing on survey data collected on 79
Filipino high school students attending a public high school located in Southern California,
findings show that Filipino students’ academic performance is not related to the strength of
their identification as Asian American or Pacific Islander. However, results indicated that
stereotypes of Asian Americans as a “model minority” are associated with Filipino American
high school students’ academic achievement. Possible explanations and implications of
these findings are discussed.
Keywords: Asian American, Pacific Islander, racial-ethnic identification, academic
achievement, immigrant student, Filipino.
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ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
Asian American or Pacific Islander? Examining the Relationship between Filipino Students'
Racial-ethnic Identification and Academic Achievement
Filipinos are one of the largest subgroups of Asian Americans in the United States (Pew
Research Center, 2012; Batalova & McNamara, 2015; US Bureau, 2015). Based on previous
research, we have noticed Asian American students have higher academic achievements
than White American students (Pang, Han & Pang, 2011). However, few researchers have
examined the variability of academic achievement among Filipino American high school
students. Previous studies with adolescents of African American and Chinese backgrounds
have shown how racial-ethnic identification influences students’ academic achievement
(Arroyo & Zigler, 1995; Strobel, 1996; Sirin, 2005). For example, when an academically
successful African American adopts behaviors and attitudes that is distance from their
cultural origins in order to achieve successes, it increased the feeling of depression, anxiety,
and identity confusion (Arroyo & Zigler, 1995). Group identification provides awareness and
belonging for individuals who share similar characteristics as groups. However, the
boundaries of these groups are both explicit and implicit; meanwhile, they are also
examined internally by members within the communities and externally by the whole
society (Arroyo & Zigler, 1995). Therefore, in this study, I will examine if Filipino students’
identification as Asian American or Pacific Islander influence their academic achievement.
While Filipinos are recognized as part of the broader category of Asian Americans (US
4. 4
ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
Census Bureau, 2015), the California government specifically created a separate aggregated
sub-group for Filipino for state reports in the late 1970s (CDE, 2016). This was done so in
order to more adequately meet the needs of Filipinos in California as their experiences and
outcomes in education and in the labor market seem to differ from their other Asian
American counterparts (e.g., Chinese, Japanese; Ong, Bonacich & Cheng, 1994). For
example, Filipino Americans are underrepresented in higher education, and earn
significantly less money than their Chinese and Japanese American counterparts after
accounting for their age, geographic region, and educational background (Ong, Bonacich &
Cheng, 1994). Research has shown that there is an extensive gap between thirteen Asian
American and Pacific Islander subgroups. . In their research, Pang, Han, and Pang studied
over 1 million Asian American and Pacific Islander and white seventh graders. For example,
the median math score of 2003-2005 California Achievement Tests for Chinese and Korean
students were over 70 but Lao, Cambodian, Samoan, and other Pacific Islander students’
median scores were less than 50. The median math score for Filipino students was 57.13 and
the median for English was 53.35. Meanwhile, their white peers’ median score was 57.72
(Pang, Han & Pang, 2011). East Asian Americans such as those of Chinese, Japanese, and
Korean backgrounds usually perform academically better than their peers of other Asian
American backgrounds. As a result, the performance of East Asian Americans such as
Chinese, Japanese, and Korean informs the model minority myth that is a pervasive
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ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
stereotype about all Asian Americans in broader society. However, the stereotype of model
minority cannot represent all Asian Americans and Pacific Islanders (Pang, Han & Pang,
2011). Based on these findings, the current study examines how Filipino American high
school students’ racial-ethnic identification is associated with their academic achievement.
According to the Pew Research Center (2012), 69% of 18 and older Filipino Americans
were foreign-born. As a result, I need to concern the “immigrant paradox” for my study.
Studies have shown that first-generation and second-generation immigrant youths usually
do academically better than their native-born peers; and they are less likely to use legal and
illegal substances and to engage in delinquent and violent acts (Fuligni, 1997; Georgiades,
Boyle & Duku, 2007). Therefore, participants in this study might have higher average of their
academic achievement than the average of the entire student body.
The Current Study
Two major research questions were addressed in the present study. First, what is the
relationship between racial identification and academic achievement among Filipino high
school students? Second, what is the association between Filipino high school students’
experiences of the model minority stereotypes and their academic achievement? Based on
data from Asian American and Pacific Islander Students: Equity and the Achievement Gap
(Pang, Han & Pang, 2011), I hypothesize that students who identify as Asian American will
have better academic achievement compared to those who identify as Pacific Islander.
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ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
Method
Participants were recruited from a public high school located in a San Diego
metropolitan area with a large Filipino community. Based on the California Department of
Education report, the student population of 2014-15 enrollment for my sample school were
composed of 54% of Hispanic/Latino students, 19.7% of Filipino students, 7.3% of African
American students, 7.4% of White students, and 8.7% of biracial/multiracial students (CDE,
2016). The graduation rate for the Class of 2013-14 was 95.6%. The white students had the
lowest graduation rate (83.3%) and the graduation rate of Filipino students was 96.6% (CDE,
2016).
Demographic Characteristics
The sample for this study was composed of 79 high school students who identified
themselves as Filipino American (50.6% female). Participants were 9th-12th graders ranging
in age from 14 to 17 (Mage = 15 years old). The mean of family household income for
students in our sample is $100,001 to $125,000. The majority were 2nd generation (e.g.,
U.S.-born participant with two foreign-born parents; n=39) or 2.5 generation (e.g., U.S.-born
participant with one foreign-born parent; n=20). The remainder were 1.5 generation (e.g.,
foreign-born participant who arrived in U.S. by age 12; n = 11), and 3rd generation or
beyond (e.g., U.S.-born participant with two U.S.-born parents; n = 9).
Procedure
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ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
This study used data from a larger study examining the academic achievement and
psychosocial adjustment of Filipino-American adolescents (Rodriguez & Mistry, 2015).
Students under age 18 obtained their parental consent to participate in this study. Students
typically finished the survey within 30-45 minutes. Parent consent and adolescent assent
were obtained prior to completing the survey. Along with the parent consent form, parents
of all participants were asked to complete a demographics questionnaire indicating their
birthdate, gender, grade, family’s household income.
Measure
Generational Status and Racial/ethnic Self-identification
Participants’ generational status was based on self-reports of their birthplace, as well as
the birthplace of their parents, and maternal and paternal grandparents. If participants were
foreign-born, they were also asked to indicate the age they arrived in the U.S. Participants
were also asked questions regarding their racial/ethnic self-identification based on a 5-point
Likert scale ranging from 1 (Not At All) to 5 (Very High Degree).
Strength of racial identification:
In order to examine the strength of identification, I created three different categories.
The first group represents those students who indicated that the degree of Asian American
identification is stronger than the degree of Pacific Islander identification. The second group
represents the students who indicated the degree of Asian American identification is weaker
8. 8
ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
than the degree of Pacific Islander identification. The third group represents the students
who indicated the degree of Asian American identification is equal to the degree of Pacific
Islander identification.
Academic Achievement:
Participants’ academic achievement was based on their school transcripts. Grade point
averages (GPAs) were based on their grades in core academic courses: English, mathematics,
social science, and science. The GPA scale from 0 to 4 was used to calculate participants’ GPA
(College Board, 2016). (e.g., A/A+ =4.0, A- =3.7, B+ =3.3, B =3.0, B- =2.7, C+ =2.3, C = 2.0, C- =
1.7, D+ =1.3, D =1.0 and E/F =0.0).
Model Minority Stereotype:
In order to understand Filipino American students’ internalization of the model
minority stereotype, I will use adapted questions from the Attitude toward Asian (ATA) Scale,
which ranged from 1 (strongly disagree) to 5 (strongly agree). A sample item is, “As an Asian
American, I tend to be hardworking and diligent.” I also create two subgroups for model
minority stereotype: internal model minority stereotype and external model minority. For
internal model minority stereotypes, participants will answer a series of questions about
what they think about model minority; for example, “As an Asian American, I tend to have
close ties with my family.” For external stereotypes, participants will be asked what their
belief of others’ model minority stereotypes; for example, “Others often assume that I have
9. 9
ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
a strong commitment to family values because I am Asian American.”
Results
The mean of GPA for the entire sample (n= 79) was 3.08 with standard deviation= .615.
The minimum of our participant’s GPA was 0.33 and the maximum was 3.95. The mean of
internal stereotypes of model minority was 3.52 with standard deviation= .70. The mean of
external stereotypes of model minority was 3.61 with standard deviation= .91.
Our finding shows that there were 45 students had stronger Asian American identification
(e.g., mean of GPA= 3.14, standard deviation= .611); 17 students had stronger Pacific
Islander identification (e.g., mean of GPA= 3.0, standard deviation= .573); and 17 students
had equal identification for Asian American and Pacific Islander (e.g., mean of GPA= 2.996,
standard deviation= .681).
A one-way between subjects ANOVA was conducted to examine whether the strength
of racial-ethnic identification is related to academic achievement among Filipino-American
students who more strongly identify as (1) Asian American, or (2) Pacific Islander or (3) those
who equally identify as both Asian American and Pacific Islander. There was no statistical
significance between the three groups, F statistic for between groups is .507 (df= 2 between
groups, df =76 within groups), and p is .604. Finally, I examined the association between
Filipino students’ experiences and internalization of the model minority stereotype and their
academic achievement. Removing the outlier, the comparison was statistically significant at
10. 10
ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
p<.05. The outlier of the sample was a 9th grader who completed the first semester but
failed most of their classes and their GPA was 0.33.
Discussion
As the majority of participants are 2nd generation or 2.5 generation Filipino-Americans,
the findings for this study might differ from previous studies that have examined the
experiences of 1st generation immigrants. Because the sample size is too small to
statistically represent the differences for different generational statuses, I do not compare
participants’ academic achievements based on their generational statuses in this study. To
build upon this research, future analyses for this project will examine how the strength of
identification differs across generational status, and how this in turn may be related to
academic achievement. As we continue to collect data for the larger study, we will have
more participants that vary in terms immigrant generational status.
For family’s household income, the average of our participants was $100,001 to
125,000. Compared with the 2014 median of the neighborhood ($66,110), our participants
were from families with higher household income (U.S. Census, 2016). However, the gap
between the neighborhood and the participants may have been caused by a number of
invalid answers from the participants. For example, many participants chose “I don’t know”
(n = 6) or “I prefer not to answer” (n = 17). While we were not able to systematically
examine how…varies across family household income, future research should conduct a
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ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
larger study to consider the variable of household income.
Although we can tell Filipino students with stronger Pacific Islander identification had
slightly lower GPA than their peers, we cannot assume students with higher Pacific Islander
identification would have lower academic performance like Pacific Islander students from
Pang, Han and Pang’s findings (2011). Therefore, the result has rejected my hypothesis that
students who identify as Asian American will have better academic achievement compared
to those who identify as Pacific Islander.
Limitations and future research
The limitation of this paper is that the sample size is too small. However, it can still
provide some valuable information about relationships between Filipino high school
students’ academic performance and their racial-ethnic identification. I also recommend
future research addresses Filipino parents and parenting attitudes towards Asian Americans
and Pacific Islanders in order to understand how the model minority stereotype might
influence Filipino American students’ academic achievement. Furthermore, the findings of
this study should be examined again with a larger sample size in order to systematically
consider the differences in achievement across socioeconomic status and immigrant
generational status.
Conclusion
Based on my study, I have noticed that Filipino American adolescents might have
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ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
different self-identifications which is different from other Asian American groups. However,
the achievement of Filipino students is not associated with the ways in which they choose to
identify themselves. Interestingly, our participants’ academic achievements did seemto be
influenced by Filipino students’ experiences of the model minority stereotype. In light of
these findings, future research should investigate more about Filipino students’ perceptions
of model minority stereotypes; and the rationality why Filipino American adolescents have
different self-identifications as Asian Americans or Pacific Islanders. Therefore, I recommend
educators should be aware of the model minority stereotypes that they may use to
characterize Filipino American students as it may have negative implications for their
academic achievement.
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ASIAN AMERICAN OR PACIFIC ISLANDER? EXAMINING THE RELATIONSHIP BETWEEN FILIPINO
STUDENTS' RACIAL-ETHNIC IDENTIFICATION AND ACADEMIC ACHIEVEMENT
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