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The utilization of social disorganiz...

Madyun, Na'im Hossein.

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The utilization of social disorganization theory to explain the variance in the school performance of African American students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The utilization of social disorganization theory to explain the variance in the school performance of African American students./
Author:	Madyun, Na'im Hossein.
Description:	102 p.
Notes:	Adviser: Scott McConnell.
Contained By:	Dissertation Abstracts International67-09A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3235415
ISBN:	9780542890482

The utilization of social disorganization theory to explain the variance in the school performance of African American students.
Madyun, Na'im Hossein.

The utilization of social disorganization theory to explain the variance in the school performance of African American students. - 102 p.

Adviser: Scott McConnell.

Thesis (Ph.D.)--University of Minnesota, 2006.

With rapidly changing demographics and accompanying cultures, understanding socio-cultural influences on individual development is more of an issue than any other time in our history. Across the nation, there is a 4-grade achievement gap between Black and White students. The study used social disorganization theory to explain both the variance in achievement and the differences in achievement between Black and White students. Social disorganization posits that mobility, diversity, poverty, and the number of single-parent households undermine a community's ability to pass on norms, expectations, and values by diluting models of socialization (collective socialization, institutional models, and epidemic models). The literature has connected these socialization models to deviant behavior by their effect on social ties, networks, and capital. This study wanted to model social disorganization theory on academic behavior. Census data were gathered for poverty, mobility, diversity, and the number of single-parent households at the census tract level. Part 1 crime data were also collected at the census tract level. At the individual-level, standardized test scores were collected for Black and White students. Hierarchical Linear Modeling (HLM) was used to estimate the explained variance of the variables at the community (census tract) level. A combined standard deviation increase in poverty, diversity, and single-parent households resulted in a 59% reduction in the mathematics achievement gap and a 50% reduction in the reading achievement gap. The results of this study indicated a community-level influence on achievement in general and an even stronger influence on the achievement gap. The argument is made for the strengthening of social capital to buffer the impact of the social disorganization variables on achievement and to reduce the achievement gap. Future research should study the relationship between social capital and the achievement gap.

ISBN: 9780542890482Subjects--Topical Terms:

1017673
Black Studies.

The utilization of social disorganization theory to explain the variance in the school performance of African American students.
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502 $a Thesis (Ph.D.)--University of Minnesota, 2006.
520 $a With rapidly changing demographics and accompanying cultures, understanding socio-cultural influences on individual development is more of an issue than any other time in our history. Across the nation, there is a 4-grade achievement gap between Black and White students. The study used social disorganization theory to explain both the variance in achievement and the differences in achievement between Black and White students. Social disorganization posits that mobility, diversity, poverty, and the number of single-parent households undermine a community's ability to pass on norms, expectations, and values by diluting models of socialization (collective socialization, institutional models, and epidemic models). The literature has connected these socialization models to deviant behavior by their effect on social ties, networks, and capital. This study wanted to model social disorganization theory on academic behavior. Census data were gathered for poverty, mobility, diversity, and the number of single-parent households at the census tract level. Part 1 crime data were also collected at the census tract level. At the individual-level, standardized test scores were collected for Black and White students. Hierarchical Linear Modeling (HLM) was used to estimate the explained variance of the variables at the community (census tract) level. A combined standard deviation increase in poverty, diversity, and single-parent households resulted in a 59% reduction in the mathematics achievement gap and a 50% reduction in the reading achievement gap. The results of this study indicated a community-level influence on achievement in general and an even stronger influence on the achievement gap. The argument is made for the strengthening of social capital to buffer the impact of the social disorganization variables on achievement and to reduce the achievement gap. Future research should study the relationship between social capital and the achievement gap.
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