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Structural and individual characteri...

Bridglall, Beatrice L.

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Structural and individual characteristics that enable high academic achievement in underrepresented students of color.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Structural and individual characteristics that enable high academic achievement in underrepresented students of color./
Author:	Bridglall, Beatrice L.
Description:	207 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2108.
Contained By:	Dissertation Abstracts International65-06A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3135322
ISBN:	0496825461

Structural and individual characteristics that enable high academic achievement in underrepresented students of color.
Bridglall, Beatrice L.

Structural and individual characteristics that enable high academic achievement in underrepresented students of color. - 207 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2108.

Thesis (Ed.D.)--Columbia University Teachers College, 2004.

The broad problem area of this study is the academic under-achievement of minority students. The underlying conceptual issue concerns the persistence of academic under-productivity in the face of knowledge, resources, and services that are used ineffectively or not at all to alleviate or reduce the problem. The situation is similar to the problem in public health where personal and social attitudes and behaviors, and the mal-distribution of necessary institutional resources and services are seen as contributing to persistent health disparities. The clarification of such knowledge, resources, and services and advocacy for the better distribution and utilization of such resources and services is one of the purposes of this study.

ISBN: 0496825461Subjects--Topical Terms:

543175
Education, Higher.

Structural and individual characteristics that enable high academic achievement in underrepresented students of color.
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245 1 0 $a Structural and individual characteristics that enable high academic achievement in underrepresented students of color.
300 $a 207 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2108.
500 $a Sponsor: Barbara C. Wallace.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2004.
520 $a The broad problem area of this study is the academic under-achievement of minority students. The underlying conceptual issue concerns the persistence of academic under-productivity in the face of knowledge, resources, and services that are used ineffectively or not at all to alleviate or reduce the problem. The situation is similar to the problem in public health where personal and social attitudes and behaviors, and the mal-distribution of necessary institutional resources and services are seen as contributing to persistent health disparities. The clarification of such knowledge, resources, and services and advocacy for the better distribution and utilization of such resources and services is one of the purposes of this study.
520 $a The central question of the study sought to examine how educators, scholars, communities, parents, and students themselves can reduce the persistent academic under-productivity in African American, Hispanic, and Native American students. Subsequent questions were designed to determine (1) the structural characteristics of the Meyerhoff Scholars Program; (2) the attitudes and behaviors of the individual participants; and (3) the interaction of particular program and participant characteristics in producing program effects.
520 $a The conceptual underpinnings for this study's methodology derive from scholars who argue for the integration of quantitative, qualitative, and hermeneutic data in evaluation research. In a connoisseurial evaluation, the emphasis is on evaluating both what program designers say they are trying to do, as evidenced in the program's underlying theory or assumptions, and what is actually delivered as treatment. Thus, utilizing qualitative and quantitative data and the concept of connoisseurial evaluation (which argues for bringing expert knowledge and experience to bear in interpreting the meaning of these forms of data), this study sought to document and understand an exemplary approach to the solution of a practical problem in education through lenses provided by social science theories that have relevance for education and public health.
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