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RACE, CULTURE, and ACADEMIC ACHIEVEMENT: an Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School

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RACE, CULTURE, and ACADEMIC ACHIEVEMENT: an Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School RACE, CULTURE, AND ACADEMIC ACHIEVEMENT: An Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School A Dissertation Submitted to the Temple University Graduate Board in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY By Ngozi Jendayi Kamau January, 2012 Examining Committee Members: Nathanial Norment Jr., Department Chair, African American Studies Abu Abarry, African American Studies James Earl Davis, Educational Administration Joseph DuCette, College of Education i © Copyright 2011 by Ngozi Jendayi Kamau All Rights Reserved ii ABSTRACT This study highlights the salience of race, cultural match between student and teacher, students’ cultural conformity and perceptions of opportunity, and teachers’ pedagogical perspectives in students’ academic achievement, with particular attention to the perpetual achievement gap between African American and European American students. This analysis of a multi-ethnic group of 308 high school students and 23 teachers examines the inter-relatedness of students’ and teachers’ cultural values, view, and practices and school-based environmental factors that are often absent or dichotomized in explorations of academic achievement across racial/cultural groups. Mann-Whitney U Test and Kruskal-Wallis Test results revealed statistically significantly higher achievement scores among (1) students who shared the same race/ethnicity or shared the same race/ethnicity and culture with their teachers; (2) students who reported cultural perspectives consistent with mainstream cultural views and experiences regarding race, social issues, school-related coping strategies, and school opportunity; and (3) students whose teachers reported pluralistic and multicultural/pluralistic pedagogical styles when compared to their peers. Exploratory analyses of variance supported multiple regression analyses which found each variable to explain from 15% to 23% of the variance in students’ academic achievement. This African-centered investigation places the interests of African Americans central to its exploration. It posits the cultural heritage and social-political experiences of its subjects as the driving force of inquiry into the continual lack of “equal” opportunity for and “equal” legitimacy of African American people and culture in public education in America. Therefore, this study is informed by a comprehensive review of the history, culture, and social politics within which America’s academic achievement levels and gaps are inextricably rooted. Given the pervasiveness of socially-reconstructed inequality through institutions in America, the roles of race, culture, and cultural conformity are analyzed in a “successful,” multi-ethnic high school in the southwest. This analysis helps determine whether dynamics that involve culture and cultural conformity are active in America’s classrooms and how they impact students’ achievement. It is hoped that this clarification of racial and cultural dynamics within educational institutions will spur iii stakeholders’ motivations and inform policies and strategies to provide equitable educational opportunities for African American students and to improve all students’ academic achievement. iv ACKNOWLEDGMENTS With great gratitude to God who makes all things possible, I humbly celebrate the completion of this endeavor. I am extremely grateful to my advisor, Dr. Nathaniel Norment Jr., and my committee members: Dr. James Davis, Dr. Abu Abarry, and Dr. Joseph DuCette for their invaluable support, patience, insight, and guidance in conducting this research. For their generous input and invaluable assistance, I offer my heartfelt gratitude to the students and teachers who participated in this study, and the district administrators and school personnel who supported it. I am deeply thankful to my wonderful colleagues who have supported me on many levels over the years required to finalize this work. They include Vera, Anne, Richard, Susan, Carolyn, Lilly, Gloria, Robin, Venita, Stan, and Marie. In particular, I offer special appreciation to Pam Austin for her painstaking labor of love with this document. Finally, for the Blessing of a precious, dedicated family of flesh and spirit who have endlessly shared with me their love, patience, guidance, and support; I am eternally grateful. Especially, “thank you” Momma and Daddy, Obidike, Akono, Daddy and Momma Chimney, Randall, Phyllis, Timothy, Eric, Pops Redmond, Vera, Malaika, Stacey, Tanisha, Mariam, Kishmi, Thema, Nefertari, Ron, Akua, Nzinga, Yetundé, Valencia, Janice Reece, Charlotte, Carl, Jim, Lue, Anne, and the Carmelites. v TABLE OF CONTENTS Page ABSTRACT ...................................................................................................................................... iii ACKNOWLEDGMENTS ................................................................................................................... v LIST OF TABLES ........................................................................................................................... viii LIST OF FIGURES ........................................................................................................................... x CHAPTER 1. INTRODUCTION Overview of the Current Educational Climate ..................................................................... 1 Significance of Study........................................................................................................... 6 Methodological Perspective ................................................................................................ 9 Study Design ..................................................................................................................... 11 2. REVIEW OF LITERATURE Historical Context: Factors Impacting American Public Education ................................... 13 Education Statistics and Education Factors ..................................................................... 36 Culture and Cultural Congruence ..................................................................................... 42 Culture, Cognition, and the Learning Environment ........................................................... 54 Race and Culture in North American Educational Institutions .......................................... 59 African American Culture and Conformity to American Culture ....................................... 63 Students’ and Teachers’ Sociocultural Views and Practices ............................................ 70 3. RESEARCH METHODS .......................................................................................................... 75 4. RESEARCH RESULTS ........................................................................................................... 88 Summary of Key Findings ............................................................................................... 126 5. CONCLUSION ....................................................................................................................... 132 REFERENCES CITED ................................................................................................................. 149 APPENDIXES A. STUDENTS’ RESPONSES - SOCIAL OUTLOOK SURVEY ......................................... 176 B. TEACHERS’ RESPONSES - SOCIAL OUTLOOK SURVEY ......................................... 179 C. PERCEPTIONS OF OPPORTUNITY AND COPING STRATEGIES QUESTIONNAIRE .......................................................................................................... 182 D. PEDAGOGICAL VIEWS AND PRACTICES QUESTIONNAIRE .................................... 184 E. COMPARATIVE CULTURAL WORLDVIEWS SCHEMATICS ....................................... 186 F. TEACHERS’ PEDAGOGICAL VIEWS AND PRACTICES ............................................. 187 G. TEMPLE UNIVERSITY INSTITUTIONAL REVIEW BOARD APPROVAL ..................... 188 vi H. STUDENTS’ COMMUNALISM/SOCIAL OUTLOOK SCORES – HISTOGRAM AND DESCRIPTIVE STATISTICS .................................................................................. 190 I. TEACHERS’ COMMUNALISM/SOCIAL OUTLOOK SCORES – HISTOGRAM AND DESCRIPTIVE STATISTICS .................................................................................. 192 J. STUDENTS’ PERCEPTIONS OF OPPORTUNITY AND COPING STRATEGIES (POCS) – HISTOGRAM AND DESCRIPTIVE STATISTICS .......................................... 194 K. STUDENTS’ STANFORD 10 READING SCORES – HISTOGRAM AND DESCRIPTIVE STATISTICS .......................................................................................... 196 L. STUDENTS’ STANFORD 10 MATHEMATICS SCORES – HISTOGRAM AND DESCRIPTIVE STATISTICS .......................................................................................... 198 M. STUDENTS’ ASSESSMENT READING SCORES – HISTOGRAM AND DESCRIPTIVE STATISTICS .......................................................................................... 200 N. STUDENTS’ ASSESSMENT MATHEMATICS SCORES – HISTOGRAM AND DESCRIPTIVE STATISTICS .......................................................................................... 202 O. STUDENTS’ ENGLISH LANGUAGE ARTS COURSE GRADES – HISTOGRAM AND DESCRIPTIVE STATISTICS .................................................................................. 204 P. STUDENTS’ STUDENTS’ MATHEMATICS COURSE GRADES – HISTOGRAM AND DESCRIPTIVE STATISTICS .................................................................................. 206 Q. DETAILS OF THE RESEARCH METHODS AND RESULTS .......................................
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