The role of teacher mistrust and parental racial socialization on academic disidentification in African American male college students

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dc.contributor.advisorCokley, Kevin O. (Kevin O'Neal), 1969-en
dc.contributor.committeeMemberSuizzo, Marie-Anneen
dc.creatorMcClain, Shannon Elizabethen
dc.date.accessioned2012-11-27T18:19:38Zen
dc.date.accessioned2017-05-11T22:30:06Z
dc.date.available2012-11-27T18:19:38Zen
dc.date.available2017-05-11T22:30:06Z
dc.date.issued2012-08en
dc.date.submittedAugust 2012en
dc.date.updated2012-11-27T18:19:44Zen
dc.descriptiontexten
dc.description.abstractThe academic achievement gap is one of the most important areas of inquiry in education today. Racial-ethnic disparities in achievement continue to be persistent at every level—including post-secondary education. Research suggests African American males are particularly likely to disidentify with academics, resulting in a lack of a significant relation between academic self-concept and academic outcomes. Research has found a relationship between racial-ethnic messages that parents give to their children and academic achievement. Further, the student’s gender may impact the types of parental messages given. Multiple regression statistical analysis will be used to determine if the relation between academic self-concept and GPA is moderated by parental racial-ethnic socialization, teacher mistrust, and gender.en
dc.description.departmentEducational Psychologyen
dc.format.mimetypeapplication/pdfen
dc.identifier.slug2152/ETD-UT-2012-08-6149en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-08-6149en
dc.language.isoengen
dc.subjectAfrican American student achievementen
dc.subjectAcademic self-concepten
dc.subjectRacial socializationen
dc.subjectTrusten
dc.titleThe role of teacher mistrust and parental racial socialization on academic disidentification in African American male college studentsen
dc.type.genrethesisen

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