Dissertation/Thesis Abstract

Relationships Among High Achieving Low Socioeconomic Status African-American High School Students, Self-Efficacy, and Extracurricular Physical Activity
by Foerster Puglisi, Laura Noel, Ph.D., Notre Dame of Maryland University, 2018, 114; 13424828
Abstract (Summary)

Educational inequities and disparities continue in modern day education for African-American high school students and more specifically those of low socioeconomic status (Chavous, Smalls, Rivas-Drake, Griffin, & Cogburn, 2008). Of this group, African-American males have greater challenges with a gender gap when compared to females, in addition to existing academic gaps among their peer groups. This study sought to investigate predictors of success by analyzing the HSLS: 2009 longitudinal dataset. This research took a comprehensive approach to examine the protective factors that are responsible for the academic achievement of African-American high school students of low socioeconomic status. The role of self-efficacy levels on the learner were also examined and were compared with gender as well as a learner’s participation in extracurricular physical activity and its relationship with academic achievement. The literature review includes the links between physical activity and the neurogenesis process, and emotional control that lead to increased academic achievement. These findings are supported not only in the literature review but also through several linear regressions. The researcher found positive academic relationships with increased GPA among extracurricular physical activity as well as students’ self-efficacy levels. Differences between males, females, and later respective peer groups were evident. Results supported all hypotheses and findings should encourage those in education to seek recommended early interventions. Those interventions should include opportunities for extracurricular physical activity and increased opportunities for self-efficacy growth for African-American students.

Indexing (document details)
Advisor: Connor, Bridget
Commitee: Fenster, Mark, Hobbs, Robin
School: Notre Dame of Maryland University
Department: Education
School Location: United States -- Maryland
Source: DAI-A 80/05(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education
Keywords: Achievement gap, African-american, Neurogenesis, Physical activity, Self-efficacy, Socioeconomic status
Publication Number: 13424828
ISBN: 9780438785410
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