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An investigation of factors that influence Black suburban enrollment in honors and advanced classes

Descriptive

TitleInfo
Title
An investigation of factors that influence Black suburban enrollment in honors and advanced classes
Name (type = personal)
NamePart (type = family)
James-Barber
NamePart (type = given)
Desiree
NamePart (type = date)
1959-
DisplayForm
Desiree James-Barber
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Powell
NamePart (type = given)
Arthur
DisplayForm
Arthur Powell
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - Newark
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2016
DateOther (qualifier = exact); (type = degree)
2016-05
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2016
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Research has demonstrated that there is a Black-White academic achievement gap across the United States. This academic achievement gap is evident in college graduation rates, standardized test scores, and enrollment in high school honors and advanced placement classes. In racially diverse suburban public high schools, Blacks students are vastly under-represented in honors and advanced classes. To better understand this aspect of the Black-White academic achievement gap, this exploratory study examined factors that may influence students’ decisions regarding course enrollment. A mixed methods case study was conducted at a racially mixed suburban high school that examined students’ academic self-concepts, experiences with ability grouping and perceptions of the honors classes. It also explored how these and other factors may be associated with their decisions to enroll or not enroll in honors and advanced classes. Specifically, this study explored the possibility that Black student reluctance to enroll in honors and/or advanced classes may be related to diminished academic self-concept resulting from their perceptions and experiences related to ability grouping, also known as tracking. This study revealed that ability grouping has been used to develop a caste system in racially diverse suburban schools that undermines the academic achievement of students of color. The findings demonstrate that although students can possess strong academic self-concepts they are often unable to overcome the barriers to academic achievement that are inherent in the practice of ability grouping.
Subject (authority = RUETD)
Topic
Urban Systems
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_7312
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xi, 163 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Ability grouping in education
Subject (authority = ETD-LCSH)
Topic
Academic achievement
Subject (authority = ETD-LCSH)
Topic
African American students
Note (type = statement of responsibility)
by Desiree James-Barber
RelatedItem (type = host)
TitleInfo
Title
Graduate School - Newark Electronic Theses and Dissertations
Identifier (type = local)
rucore10002600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3GB268Q
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
James-Barber
GivenName
Desiree
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2016-04-22 14:44:49
AssociatedEntity
Name
Desiree James-Barber
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - Newark
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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1.4
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Mac OS X 10.9.5 Quartz PDFContext
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2016-08-01T13:08:14
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2016-08-01T13:08:14
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