An Examination of Time Use Patterns Influence on Academic Achievement Among African American and Hispanic Male High School Student Athletes PDF Download
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Author: Keith D. Riley
Publisher:
ISBN: 9781109950090
Category :
Languages : en
Pages : 118
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Book Description
The purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African American and Hispanic male high school student athletes. Their contribution to the main effects revealed that statistically significant differences exist between the non-sports participant and sports participant groups. After controlling for time spent completing mathematics homework and socioeconomic status, the findings revealed that time spent completing math homework was significantly related to academic achievement for African American and Hispanic male student athletes. Time spent watching television was not significantly related to academic achievement for African American and Hispanic male student athletes. For the variable time spent playing on the computer game, the analysis indicated that the detrimental effect of time spent playing video/computer games was the same for African American and Hispanic male student athletes. Finally, it is noteworthy that effective use of time (i.e., playing video games less) and sports participation positively influences academic achievement of African American and Hispanic males high school student athletes. Strategies were uncovered for possible future research among African American and Hispanic male student athletes to increase academic achievement levels.
Author: Keith D. Riley
Publisher:
ISBN: 9781109950090
Category :
Languages : en
Pages : 118
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Book Description
The purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African American and Hispanic male high school student athletes. Their contribution to the main effects revealed that statistically significant differences exist between the non-sports participant and sports participant groups. After controlling for time spent completing mathematics homework and socioeconomic status, the findings revealed that time spent completing math homework was significantly related to academic achievement for African American and Hispanic male student athletes. Time spent watching television was not significantly related to academic achievement for African American and Hispanic male student athletes. For the variable time spent playing on the computer game, the analysis indicated that the detrimental effect of time spent playing video/computer games was the same for African American and Hispanic male student athletes. Finally, it is noteworthy that effective use of time (i.e., playing video games less) and sports participation positively influences academic achievement of African American and Hispanic males high school student athletes. Strategies were uncovered for possible future research among African American and Hispanic male student athletes to increase academic achievement levels.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
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Book Description
Author: Dorothy Sherman Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 136
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Book Description
African American male student athletes enrolled in community colleges have not been adequately investigated in the empirical literature for factors related to academic experiences, success, and departure. This research study extends the literature on African American male student athletes by examines factors that influence academic success. Specifically, this study explores factors that shape the educational experiences and outcomes of African-American male student athletes from a community college in an institutional environment setting where African American male student athletes constitute a significant population. In this study, I evaluate the following research questions: What are the experiences of African American male student athletes in a large urban public community college? What factors influence educational outcomes, including persistence and completion, for the African American male student athletes in a large urban public community college? The data source for the study is African American male student athletes who attend a California community college in Southern California. The data collection procedure consisted of interviews with African American male student athletes. Data analysis consisted of the following steps: transcription of interviews from the digital audio recordings, code transcript interviews and the identification of patterns in coded data for thematic analysis. Results indicated that for a majority of the African American male students, whom I interviewed, specialized academic and cultural programs, family and mentor support, and a desire to improve the lives of their family members were the principal reasons for persisting. By contrast, results that emerged from interviews with staff members showed a concern about factors that affect African American male student retention, the lack of social integration skills, and existing cultural barriers, all of which negatively affected the persistence of African American athletes at the community college.
Author: Ronald J. Mejia
Publisher:
ISBN:
Category : High school dropouts
Languages : en
Pages : 235
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Book Description
On February of 2014, President Barack Obama strongly encouraged educators and researchers to develop an earlier redirect process to better identify at-risk Hispanic adolescents during their educational pursuits to help these young men of color better progress toward high school graduation. Thus, based on this premise, the purpose of this study was to identify and examine the positive characteristics of Hispanic male teens that completed high school in order to build the framework needed to compare and contrast student populations as they progress toward graduation completion. Three research questions identified significant relationships between the positive characteristics as perceived by students, parents, teachers and administrators. The research questions compared initial data found at one high school with statistics gathered from five other high schools in the Milwaukee area where a significant number of Hispanic students were enrolled. Finally, positive characteristics identified in the Milwaukee study were compared to data found from national statistics to identify significant differences. The researcher used a descriptive, mixed methods approach to the study, utilizing a survey and face-to-face interviews to obtain data. A quantitative survey was developed and administered to 36 students measuring their responses to influences of academic achievement. The qualitative phase of the research consisted of face-to-face interviews with 14 students who volunteered additional responses to the survey. Follow up interviews were also conducted with teachers, administrators, and parents. The study found that five positive characteristics had significant influence on the high school graduation rate of Hispanic male students. These findings further suggested a significant relationship between three of the five positive characteristics: teacher/counselor/mentor support, neighborhood/peer/community support, and family support that favorably influenced completion requirements for graduation from high school. These findings identify the continuous interaction throughout four years of high school and the importance of collaborative efforts by the schools administration to work closely to create partnerships within the community for drawing support of student achievement. This study also confirms the importance of creating a centralized services center within school districts to monitor the progress of improving faculty professional development, as well as monitoring Hispanic male students through their high school years.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 312
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Book Description
Author:
Publisher:
ISBN:
Category : Sociology
Languages : en
Pages : 534
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Book Description
CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.
Author: Angela Lynnette Hargrave
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The findings of this research indicate that participation in high school athletic programs does have a significant influence on the academic performance of African American males. Results of this study further indicate that athletic participation proved to have a substantial impact on the completion of high school and the cumulative GPAs of African American male students and can significantly influence the academic success of African American males. This study also highlights that SES further impacts the academic achievement of African American males. The findings of this study show that athletic participation should be considered a viable means of engaging African American males and moving them toward high school completion and postsecondary readiness. .
Author: Tamekia Lee Bean-Bush
Publisher:
ISBN:
Category : African American athletes
Languages : en
Pages : 142
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Book Description
The purpose of this phenomenological study was to explore how African American male student athletes developed their athletic and racial identity and how this impacted their academic identity. I conducted two in depth interviews with 6 African American male current or former student athletes who played basketball or football in high school but were not eligible to be a NCAA qualifier for an athletic scholarship. I sought to investigate the point when the student athletes began their career in athletics and when athletics began to impact their academic performance and why it impacted academic performance. I also investigated how the African American male student athlete began to develop identity and how athletic and racial identity impacted the development of their academic selves.
Author: Robert A. Bennett III
Publisher: Emerald Group Publishing
ISBN: 1784413933
Category : Education
Languages : en
Pages : 384
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Book Description
This volume focuses on the issues African American males face not only as participants in athletic competition as student-athletes but also as coaches, administrators, and academic support staff. It will serve as a valuable resource for educational policy makers, especially athletic association personnel (i.e. NCAA), and other constituents.
Author: Kendall Nahshon Pickens
Publisher:
ISBN:
Category :
Languages : en
Pages : 84
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Book Description
With the rapid and steady growth of athletic participation, it is important that student athletes excel in the classroom and on the playing field. However, as the pressures of being a high school athlete grow, educators must seek better ways of supporting student athletes and help them understand the importance of their education. The purpose of the study was to determine if male students who participated in athletics had higher academic achievement mean scores than male students who did not participate in athletics. The study focused on measuring the cumulative grade point averages (GPAs), Algebra I end-of-course (EOC) test scores, and English II end-of-course (EOC) test scores for all male students. A causal-comparative research design was used to examine the differences in the academic performance of the male students who participated in high school athletics and those who did not participate. The research study was conducted using existing data from three high schools in Mississippi for 234 male high school students. There were 118 non-athletes and 116 athletes. Findings from the study revealed there were no statistically significant differences in cumulative GPAs, Algebra I EOC mean test scores, and English II EOC mean test scores for athletes and non-athletes. However, there was a statistically significant difference between African American male students and White male students for the mean scores of the cumulative GPAs and English II EOC test scores. The findings of the study revealed academic achievement was not affected by athletic participation. Recommendations for future research include conducting focused research on African American males and other minority groups and the implementation of high school academic support programs for student athletes.
