Дисертації з теми "Racial gap"
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Duffel, Christy. "Racial Differences in the Gender Gap." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/336.
Повний текст джерелаJagpal, Shehnaz. "Racial inequality in the United States analyzing the wealth gap /." CONNECT TO ONLINE RESOURCE, 2007. http://dpace.wrlc.org/handle/1961/4127.
Повний текст джерелаWheeler, Ivy G. "Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1430765564.
Повний текст джерелаAkinpelu, Mobolaji Olatokunbo. "Scaling Success : learning from education intervention programs to close the racial education achievement gap." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/104821.
Повний текст джерелаCataloged from PDF version of thesis.
Includes bibliographical references (pages 105-110).
An overview of American education reveals a concerning pattern: when outcomes are disaggregated by race, students from certain racial minority groups often have poorer outcomes than White students. This pattern, the racial education achievement gap, can be seen in different sorts of measures from the literature, including in the low representation of minority students at elite public institutions. To address this low representation, and to keep universities racially diverse, administrators and policymakers often turn to race-based affirmative action, the explicit (and contentious) consideration of an applicant's race in admissions decisions. College-centered education intervention programs are another tool administrators and policymakers use to address the gap reflected in elite college enrollment and to keep campuses diverse. This thesis asks how do and how can appropriately designed college-based education intervention programs help to both keep racial diversity and close the racial educational achievement gap in America's colleges? To this end, chapter one lays out the motivating issues - the gap, affirmative action, and education intervention programs; chapter two contains the case study of two successful programs, focusing on the programs' designs, the participants' experiences, and the conditions that foster academic excellence in minority students; chapter three, in part using causal loop diagrams from system dynamics modelling, makes the case for appreciating education as a complex system - one with interlocking political, economic, pedagogic, and sociocultural forces - and thus urges caution in drawing conclusions from chapter two; and chapter four, drawing from the two preceding chapters, proposes three policy recommendations to improve not just the presence of minority students at selective institutions, but, more importantly, their overall academic thriving.
by Mobolaji Olatokunbo Akinpelu.
S.M. in Technology and Policy
Bao, Chiwen. "Within the Classroom Walls: Critical Classroom Processes, Students' and Teachers' Sense of Agency, and the Making of Racial Advantages and Disadvantages." Thesis, Boston College, 2009. http://hdl.handle.net/2345/2505.
Повний текст джерелаDespite decades of research and efforts to reform schools, racial disparities in educational opportunities and outcomes, often referred to as the "achievement gap," persist and concerns about students' math learning and achievement continue. Among researchers, educational practitioners, and the wider public, explanations for these ongoing problems usually point to structural influences or individual and cultural factors. For example, structures of schooling (e.g. school funding, organization and curriculum) and those outside of school (e.g. family background and neighborhood characteristics) become focal points for understanding educational inequalities and places for intervention. In terms of explanations that look to individual influences, teachers and students are either targeted for their inadequacies or praised for their individual talents, values and successes. Regarding students in particular, racial inequalities in academic outcomes often become attributed to students', namely black and Latino/a students', supposed cultural devaluation of education and their desires to not "act white" and academically achieve. Together, these explanations lead to the assessment that possibilities of teaching and learning are predetermined by a host of structural and individual influences. But how is the potential to teach and learn at least partially actualized through everyday processes? Moreover, how do these processes, which simultaneously involve structures and individual agents, lead to the production or disruption of racial disparities? To explore these questions, I investigated processes of teaching and learning in one well-funded, racially diverse public high school with high rates of students' passing the statewide standardized test, many students going onto prestigious colleges and universities, and enduring racial inequalities in academic achievement. I conducted fieldwork over three years in 14 math classrooms ranging from test preparation classes to honors math classes and interviewed 52 students and teachers about their experiences in school. Through analyzing the data, I find that what happens within the classroom walls still matters in shaping students' opportunities to learn and achieve. Illustrating how effective learning and teaching and racial disparities in education do not simply result from either preexisting structural contexts or individuals' virtues or flaws, classroom processes mold students' learning and racial differences in those experiences through cultivating or eroding what I refer to as students' sense of academic agency and teachers' sense of agency to teach. For students, that sense of agency leads to their attachment to school, identification with learning in general and math in particular, engagement, motivation and achievement. As classroom processes evolve in virtuous or vicious cycles, different beliefs about students (e.g. as "good kids" or "bad kids") importantly fuel the direction of these cycles. Since racial stereotypes often influence those beliefs, students consequently experience racial advantages and disadvantages in classroom processes. As a result, some students fail to learn and achieve not because they fear "acting white," but because they do not always get to experience classroom processes that cultivate their sense of being agentic in the classroom space, a sense that is distinctly racialized
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
Broh, Beckett A. "Racial/ethnic achievement inequality: separating school and non-school effects through seasonal comparisons." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1069794238.
Повний текст джерелаGodcharles, Brian. "Effect of Empathy on Death Penalty Support in Relation to the Racial Divide and Gender Gap." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5953.
Повний текст джерелаGoode, Tia. "The Racialization of Space: How Housing Segregation Caused the Racial Wealth Gap in the United States." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5826.
Повний текст джерелаAccuardi-Gilliam, Joseph Emile. "Examining the Gap| Teachers' Color-Blind Racial Ideology and Deficit Thinking through the Lens of School Discipline." Thesis, Lewis and Clark College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10622699.
Повний текст джерелаCurrent statistics in education suggest a systemic problem of racist disciplinary practices in schools, as Black males have been demonstrated to be overwhelmingly overrepresented in the practices of school discipline (U.S. Department of Education Office for Civil Rights, 2014). While researchers have begun to explore the causes of this phenomenon to find solutions to counteract this trend (Gillborn, 2014; Skiba et al., 2014), little has been done to examine how racism—in the form of racial colorblindness—may play a role in manifesting the discipline gap and perpetuate structural racism in schools. Considering that a majority of the teaching force in the Northwest are white, this research examines how racial color-blind ideologies (Bonilla-Silva, 2014; Neville, Awad, Brooks, Flores, & Bluemel, 2013) and deficit thinking (Valencia, 2010) are related to ideologies of school discipline, which perhaps condition discipline in schools.
This quantitative research combines Neville, Lilly, Duran, Lee, and Browne's (2000) Color-Blind Racial Attitudes Scale, items from Skiba et al.’s (2003) Disciplinare Practices Survey, and scales developed for this study, designed to address deficit thinking (Valencia, 2010) and attitudes toward Black males within disciplinary contexts. An online survey was administered to practitioners in contrasting educational communities within the Northwest. Correlation analyses included examining relationships between components of the survey within and in-between organizations. Furthermore, this study introduces new scale items to address attitudes toward Black males within educational discipline settings, further penetrating the literature base on the topic.
Findings demonstrate significant correlations between color-blind, deficit thinking, and pro-discipline attitudes, suggesting a relationship between educators’ attitudes toward the justification for discipline and color-blind attitudes are perhaps an interwoven issue which contributes to racial disparities in school discipline. These data suggest a need for developing the racial identities of a predominantly white educational workforce in the effort to eliminate the discipline gap.
Hays, James M. "Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103326/.
Повний текст джерелаFails, Carol. "The achievement gap and the role of Black community church leaders." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632952.
Повний текст джерелаPretlow, Willard Edwin. "The Wealth Gap A Cross-Sectional Quantitative Analysis of Self-Esteem and Monetary Power." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5405.
Повний текст джерелаFoster, Merriel P. "The Race Of Academic Achievement: An Analysis Of Racial Heterogeneity And Scholastic Performance At The State Level." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/888.
Повний текст джерелаCruz, Felicia. "Exploring the Digital Divide and the Latino-White Achievement Gap in Online Education." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703433/.
Повний текст джерелаIreland, Cairen D. "Racial Profiling in Education: A Study of Teacher Perceptions of Students in Special Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/933.
Повний текст джерелаChandra, Michelle Veena. "The black/white wealth gap : the transgenerational effects of post-reconstruction sharecropping and racial systems on African Americans today." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37153.
Повний текст джерелаSmith, Warren T. "Predictors of Academic Achievement among Students at Hillsborough Community College: Can School Engagement Close the Racial Gap of Achievement?" Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1778.
Повний текст джерелаDelia, Deckard Natalie Marie. ""Can't Buy Me Wealth": Racial Segregation and Housing Wealth in Hillsborough County, Florida." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3068.
Повний текст джерелаAhmed, Emtiaz Rony. "Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students that Predict Mathematics and Science Achievement." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532072341697104.
Повний текст джерелаChen, Wei-Lin. "Understanding the student success gap: Building models for underrepresented racial minority and non-traditional students' college experience in community college." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5727.
Повний текст джерелаFlores, Roberto Manolio Valladão. "Uma análise dos efeitos da segregação racial sobre a proficiência dos alunos do ensino fundamental brasileiro." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/96/96131/tde-06052010-113523/.
Повний текст джерелаRecent research have found that black students have worse schoolar performance than white students in standardized cognitive tests. Racial segregation is frequently pointed out as one of the main factors behind this scenario in international literature. We have studied the effects of racial seggregation on the black-white grade gap in Brazil. In the estimated models, even after the inclusion of several control variables, we have found that where the racial seggregation is higher, the grade differential is higher against black students.
Cooke-Rivers, Jacqueline Olga. "On the Nature of Cultural Capital: The Reinforcing Action of Non-Elite Forms and Racial Differences in Student Achievement in the Middle Class." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13070039.
Повний текст джерелаAfrican and African American Studies
Orland, Catherine Brenner. "Teachers, study circles and the racial achievement gap: how one dialogue and action program helped teachers integrate the competencies of an effective multicultural educator /." Click here to view full text, 2007.
Знайти повний текст джерелаRippeyoung, Phyllis Love Farley. "Is it too late baby? pinpointing the emergence of a black-white test score gap in infancy." Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/80.
Повний текст джерелаZhu, Beibei. "Three Essays on Employer Learning and Statistical Discrimination." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23168.
Повний текст джерелаChapter two develops a framework that nests both symmetric and asymmetric employer learning, and derives testable hypotheses on racial statistical discrimination under different processes of employer learning. Testing the model with data from the NLSY79, we find that employers statistically discriminate against black workers on the basis of both education and race in the high school market where learning appears to be mostly asymmetric. In the college market, employers directly observe most parts of the productivity of potential employees and learn very little over time.
In chapter three, we investigate how the process of employer learning and statistical discrimination varies over time and across employers. The comparison between the NLSY79 and the NLSY97 cohorts reveals that employer learning and statistical discrimination has became stronger over the past decades. Using the NLSY97 data, we identify three employer- specific characteristics that influencing employer learning and statistical discrimination, the supervisor-worker race match, supervisor\'s age, and firm size. Black high school graduates face weaker employer learning and statistical discrimination if they choose to work for a black supervisor, work for an old supervisor, or work in a firm of small size.
In the last chapter, we are interested in the associations between verbal and quantitative skills and individual earnings as well as the employer learning process of these two specific types of skills. There exist significant differences in both the labor market rewards and employer learning process of verbal and quantitative skills between high school and college graduates. Verbal skills are more important than quantitative skills for high school graduates, whereas college-educated workers benefit greatly from having high quantitative skills but little from having high verbal skills. In addition, employers directly learn verbal skills and continuously learn quantitative skills in the high school market, but almost perfectly observe quantitative skills in the college market.
Ph. D.
Harrison, Jullian. "PUSHED WITHOUT DIRECTION: Privileged Problems and the Configuration of Class and Race. How Latent Class Differences, Supported Through Racial Inequities, Maintain the Achievement Gap for Upper Class Black Students." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4301.
Повний текст джерелаMeskil, Dawn M. "A Study of the Perceptions of Racial Equity in One Early Childhood Education Program." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3151.
Повний текст джерелаNorris, Tina. "ADOLESCENT ACADEMIC ACHIEVEMENT, BULLYING BEHAVIOR, AND THE FREQUENCY OF INTERNET USE." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1270316819.
Повний текст джерелаSmith, Audley Edward. "A critical examination of the impact of school principals' leadership on the academic achievement of African American males in preschool through third grade." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1228937687.
Повний текст джерелаYoon, Aimee Jean Yoon. "Racial Achievement Gaps among Young Children: How Do Schools Matter?" The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498142602172034.
Повний текст джерелаBiddle, Simon. "Steroid metabolism in racing greyhounds." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14878.
Повний текст джерелаChang, Briana L. "EFFECTS OF RACIALIZED TRACKING ON RACIAL GAPS IN SCIENCE SELF-EFFICACY, IDENTITY, ENGAGEMENT, AND ASPIRATIONS: CONNECTION TO SCIENCE AND SCHOOL SEGREGATION." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/333388.
Повний текст джерелаPh.D.
Given the concentration of economic growth and power in science fields and the current levels of racial stratification in schooling, this study examined (1) the effects of race on students’ connectedness to science and career aspirations, (2) the extent to which these effects were moderated by school racial composition and racialized tracking, and (3) the differences in modeling effects using separate variables for race and gender (i.e., White, Black, Hispanic, female) versus race/gender (e.g., White female, Black male, etc.). Using the lens of racial formation theory, this study situated access to science knowledge as a racial project, conferring and denying access to resources along racial lines. Reviews of the literature on science self-efficacy, identity, engagement, and career aspirations revealed an under-emphasis on school institutional factors, such as racial composition and racialized tracking (which are important in sociological literature), as shaping student outcomes. The study analyzed data from the nationally representative High School Longitudinal Study that surveyed students in 2009 during their freshman year in high school and again in 2012 during most students’ junior year (n = 6,998). Affective ratings (in self-efficacy, identity, engagement) and career aspirations for students measured in 2012 were examined as dependent variables and a variable for racialized tracking was estimated given schools’ placement of students in advanced science coursework in 2012. Although school racial composition was not found to moderate race on outcome effects, primary analyses demonstrated that the presence of racialized tracking in the students’ schools did moderate these effects. Overall these results suggested that the student subgroups most often at a disadvantage compared to White students for the science outcomes studied were Hispanic males and females; Black students’ ratings and aspirations were largely on par or exceeded those of their White counterparts. In addition, results indicated that racialized tracking served to exacerbate gaps for Hispanic students and may also diminish career aspirations for Black students. Finally, while examining effects by race/gender did provide some additional insight and nuance in the interpretation of these results, there were clear instances where these more detailed analyses were not needed or may have obscured results that were clearer when aggregated by race. Given these results, implications for policy, practice, and future research are discussed.
Temple University--Theses
Schneider, Carri Anne. "When Journalism and Scholarship Collide: A Critical Analysis of Newsweek’s Annual Report on America’s Top High Schools." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178554216.
Повний текст джерелаKonya, Kaanakia Toge. "Exploring identity processes in the work setting of a developing country through the lenses of social identity and post-colonialism." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/10999.
Повний текст джерелаMartynyuk, Nataly. "Actions of alpha-chimaerins in mechanisms relevant to dendritic spine formation and neurodegeneration." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/287938.
Повний текст джерелаFinau, Lynette Suliana Sikahema. "Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629127636689077.
Повний текст джерелаRoy, Joseph J. "Inner ring suburban school principal perceptions and practices related to equity actions designed to reduce the racial achievement gap." 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354756.
Повний текст джерелаSosnowski, Nancy H. "Women of color staking a claim for cyber domain: Unpacking the racial /gender gap in science, mathematics, engineering and technology (SMET)." 2002. https://scholarworks.umass.edu/dissertations/AAI3056282.
Повний текст джерелаChen, Ying-Ju, and 陳盈如. "The effect of preschool educational tracking on racial gaps in academic achievement." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/26637743881596628369.
Повний текст джерела國立東華大學
幼兒教育學系
104
Compared to their Chinese counterparts, many studies have found that aboriginal students in Taiwan perform significantly worse in school. As the rate of cross-national marriages continues to increase in the current demographic and ethnic composition of Taiwan, the academic performance of children from such families as compared to other students has become a topic worthy of attention. According to past studies on academic performance and ethnic differences, educational tracking (e.g., going into general secondary schools or vocational schools) might also be a significant critical factor. The difference in educational tracking is profoundly influential on students' subsequent years of education, occupation, income, and even social status, and educational tracking is rather obvious as early as during preschool education. Apart from common institutional tracking as manifested in public and private kindergartens, curriculum tracking (general curriculum / English curriculum) is another highly controversial matter attracting great attention. The following questions thus arise: As the foundation of all education, does the difference in educational tracking during the preschool period influence students' cognitive development? Does it have a lasting influence on academic achievement when pre-schoolers begin their primary education? Do students from cross-ethnic/cross-national marriages choose differently when it comes to educational tracking? Can government education departments really help children learn and identify those schools that fit them best by providing a diversified range of free choices in pre-school educational tracking? Conversely, will this actually highlight the gap between the rich and the poor and be the starting point of educational inequality? As the number of current studies meant to answer these questions is small, this study sets out to fill this research gap. This study collected data on 615 fifth graders and their parents via questionnaires in 2013 and constructed a model to account for the impact of cross-ethnic/cross-national marriages on students' choices when it came to preschool educational tracking, as well as the impact of preschool educational tracking on the academic achievement of primary school students. The study began with an analysis of the overall situation of students from cross-ethnic/cross-national marriages in terms of their preschool educational paths and academic achievement through percent frequency distribution, mean, and standard deviation. It then set out to validate relevant theoretical hypotheses via the structural equation model, with "preschool educational tracking" and "preschool family education resources" as the mediators on the first layer and second layer, respectively. The study presents the following results: 1) choices of preschool educational tracking are influential on students' preschool cognitive development and academic achievements in primary schools; 2) enrollment in public kindergartens is negatively influential on children's preschool cognitive development; 3) experience from English teaching in preschools is indirectly positively influential on preschool cognitive development due to better access to literary and art resources as a result of greater family wealth; and 4) a significantly higher proportion of aboriginal students and children from cross-national marriages chose to go to public kindergartens, and hence their poorer preschool cognitive development. Given the indirect impact of preschool cognitive capacities on subsequent academic achievement in primary schools, the academic achievement of aboriginal students and children from cross-national marriages in the fifth grade might also bepoorer. In addition, the preschool family educational resources of aboriginal students were found to be significantly less than their Chinese counterparts, particularly so in the access to literary and art resources, which was detrimental to their preschool cognitive development.
Wolfe, Ruth Rebecca. "Working (in) the gap: a critical examination of the race/culture divide in human services." Phd thesis, 2010. http://hdl.handle.net/10048/1256.
Повний текст джерелаGill, Jagjeet Kaur. "Minding the Gap: Understanding the Experiences of Racialized/Minoritized Bodies in Special Education." Thesis, 2012. http://hdl.handle.net/1807/43385.
Повний текст джерелаMooney, Patricia 1960. "Middle Class and Middle School: Does Opportunity Knock for African American Students?" Thesis, 2012. http://hdl.handle.net/1969.1/148273.
Повний текст джерела