Racial and ethnic-related stressors as predictors of perceived stress and academic performance for african american students at a historically black college and university. The Journal of Negro Education, 77(1), 60-71. 2. Define the problem/research question • Do racial and ethnic-related stressors predict overall levels of perceived stress for African-American students at an HBCU • Do racial and ethnic-related stressors predict academic performance among this sample of college students 3. Did the researcher(s) choose a relevant topic that will contribute to the general knowledge base of education?
d. A teacher wants to know whether a particular teaching strategy is more beneficial for boys or girls. She puts all girls’ names in one hat, and all boys’ names in the other hat. She then selected 10 boy and 10 girls to participate in her study. Ans. Stratified Random Sampling because she chooses students equally from girls and boys group.
Before attending Professor Purdie-Vaughns lecture on the impact of stereotypes on identity, I thought her discussion would be more experience based, emphasizing different people’s encounters with stereotypes. However, the lecture focused more on the psychology behind how humans respond to stereotypes by presenting experiments and factual information. The majority of Professor Purdie-Vaughns lecture was spent explaining an experiment where 7th graders were either asked to explain their most important values or their least important values. Following the students until they graduated from high school, the experiment concluded that African Americans who were asked to identify their most important values were more likely to enroll in college
Unit 6, Assignment 1. Name Institution Section 1: Data File Description The academic performance in class is measured through the exam metrics such as the GPA. However, the GPA may show the performance but not the several factors that define the overall outcome of the GPA. Some of the factors that may affect the GPA score is gender. This paper seeks to find out if there is any relationship between gender and the GPA performance.
Evidence of RASH’s construct validation will be sought using the contrast-groups approach. Purposive samples of 60 persons (with per identified ability) and 60 persons for each of their contrast groups will be invited to participate in the study. The study proposes to determine whether there is are significant differences in the test performance of the contrast groups on the abilities that were being measured in RASH, thereby providing evidence on the construct validity of the test. Only the specific RASH test scale that measures a specific construct or ability will be the part of the RASH test that will be administered to the target contrast groups’ participants. Directional tests of significance using t-test statistics will be used.
Jordan has helped seven hundred students with setting goals with writing and eliminating gender and minority when it comes to learning. He created maps of meaning an undergraduate course at the University. This course helps students with the writing exercises that can combine expressive writing with goal setting. Students are able to reflect on important moments in their past but identifying key personal motivations
Referrals to the office which ultimately lead to suspension tend to be for reasons that are more objectively observable in whites, whereas for blacks, they lean towards behaviors that appear to be more subjective (Gregory et al. 2010). This demonstrates how blacks students are overly selected for disciplinary action. These issues may arise from a discord between the students’ actions and the teachers socially constructed frames of appropriate behavior (Milner 2013). Further, time spent on unnecessary disciplinary action is time lost learning.
The documentary “Class Divided” is a video that was done in the early 1960s to show students how racism and discrimination is shown, and how to put yourself in that other persons shoes. The teacher had divided her students into two different groups based on their eye color. This exercise shows the students how discrimination racism can cause so much trouble and drama. It shows that we take this on because of our surroundings and how we are taught growing up. I felt that this video is perfect for what we have been learning and doing in our last discussion.
41). Subsequently, effective educators must acknowledge that different groups are treated differently on campus (2009). In acknowledging this differential treatment, educators must accept the responsibility to promote engagement of minority students and their success, which is the first step to race-conscious engagement practices (2009). In my practice, minorities have described to me instances in which faculty members have mistreated them based on comparisons to the treatment of their white counterparts. Jackson and Winfield (2014) also found that minorities were treated unfairly in the STEM disciplines.