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The role of anticipatory images in the academic success of low-income, inner city students
Descriptive
TitleInfo
Title
The role of anticipatory images in the academic success of low-income, inner city students
Name
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Davy
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James M.
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(type = date)
1953-
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James M. Davy
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author
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Chase
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Sabrina M
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Sabrina M Chase
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Advisory Committee
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chair
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ALAN R
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ALAN R SADOVNIK
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Advisory Committee
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internal member
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Powell
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Arthur B
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Arthur B Powell
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Advisory Committee
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internal member
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(type = family)
Rivera
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Luis M
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Luis M Rivera
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Advisory Committee
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outside member
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Rutgers University
Role
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degree grantor
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Graduate School - Newark
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school
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Text
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theses
OriginInfo
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2018
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2018-10
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2018
Language
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eng
Abstract
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Lower levels of academic achievement and educational progress of low-income, inner city students is an affront to human dignity, a waste of human capital, and a threat to our democracy. Despite structural teaching and learning reforms, which have improved the academic success of low-income, inner city students in recent years, large numbers of urban students fail to graduate from high school (NCES, 2018f). Because poverty contributes to low academic achievement, some advocates argue that the academic achievement and progress of poor, inner city students will never improve unless and until structural reforms are enacted to address the effects of poverty and the social and economic inequalities they and their families face (Anyon, 2005; Berliner, 2006; Duncan & Murnane, 2014; Putnam, 2015). While the fight for structural change continues as it should, we must also include in the “family of ideas” (C. Anderson, Turner, Heath, & Payne, 2016) innovative approaches to improving the academic achievement and progress of low-income, inner city students. This study examined the role anticipatory images play in the academic achievement of such students. The anticipatory principle (Cooperrider, 1990) and theory of prospection (M. E. P. Seligman, Railton, Baumeister, & Sripada, 2013) suggest that humans project images ahead of themselves and then use them to guide their actions and behavior. Predicated on the notion that lessons that can be learned from high academically achieving urban students, ten students who graduated from the Newark Public Schools at or near the top of their class and continued to excel in college, as well as the one person in each of their lives who most influenced their educational progress were interviewed to determine whether anticipatory images were integral to their academic success. This study found that high academically achieving students do engage in a psychological process of framing positive anticipatory images of the future with the help of key people in their lives and use them to progress in the direction of their dreams. From an early age, students should be taught anticipatory competence skills and techniques to improve their academic performance and achieve their educational goals.
Subject
(authority = RUETD)
Topic
Urban Systems
Subject
(authority = ETD-LCSH)
Topic
Low-income students--Education.
Subject
(authority = ETD-LCSH)
Topic
Prediction of scholastic success
RelatedItem
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Rutgers University Electronic Theses and Dissertations
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ETD_9207
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (221 pages) : illustrations
Note
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Ph.D.
Note
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Includes bibliographical references
Note
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by James M. Davy
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Graduate School - Newark Electronic Theses and Dissertations
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rucore10002600001
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NjNbRU
Identifier
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doi:10.7282/t3-bx3y-9e52
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
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Name
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Davy
GivenName
James
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Type
Permission or license
DateTime
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2018-09-18 17:48:47
AssociatedEntity
Name
James Davy
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Copyright holder
Affiliation
Rutgers University. Graduate School - Newark
AssociatedObject
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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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windows xp
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2018-09-18T21:00:23
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2018-09-18T21:00:23
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