rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: African American urban female students' perceptions of social factors impacting their academic achievement in one public school district
  name:
    name part: Shelby-King, Rhonda Evette.
    role:
      role term: creator
  name:
    name part: Carter, Norvella P.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2011
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: The purpose of this study was to investigate the impact of social factors affecting the academic achievement of secondary African American urban (AAU) female students in an urban school district. This study determined whether the AAU females in this study perceived the social factors in the literature review to impact their academic achievement, the relationship between those social factors and academic achievement, and the differences in academic achievement by socioeconomic status. One hundred fifty-eight (158) AAU female students from three high schools in one urban district located in southeast Texas participated in this study. A self-generated 51-item questionnaire (Students' Perceptions of Social Factors Affecting Academic Achievement in Urban Schools) was used to collect data for this study. There were three major results in the study. First, there were not any significant factors impacting the academic achievement of AAU females; secondly, AAU females did not perceive any social factors as significantly affecting their academic achievement; and finally, there were not any statistical differences between socioeconomic status and academic achievement. Specifically, the results did not reveal a difference between AAU 12th grade female students on free and reduced lunch and those not on free and reduced lunch in terms of academic performance.
  note: by Rhonda Evette Shelby-King.
  note: "Major Subject: Curriculum and Instruction"
  note: Title from author supplied metadata (automated record created 2011-08-09 15:09:44).
  note: Electronic resource.
  note: Doctor of Philosophy Texas A&M University 2010 http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7730
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major curriculum and instruction
  subject:
    topic: Urban Education
  subject:
    topic: Resilience
  subject:
    topic: Academic Achievement
  subject:
    topic: African American Females
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7730
  record info:
    record content source: TXA
    record creation date: 110817
    record change date: 20151202142302.0
    record identifier: in00002716104