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Does having an ethnically diverse fa...

Tippitt, Dara Alma Monifa.

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Does having an ethnically diverse faculty make a difference? What the courts said in the 1980s and surprising results of a quantitative study using NELS.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Does having an ethnically diverse faculty make a difference? What the courts said in the 1980s and surprising results of a quantitative study using NELS./
作者:	Tippitt, Dara Alma Monifa.
面頁冊數:	242 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3239.
Contained By:	Dissertation Abstracts International64-09A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3106963
ISBN:	0496545274

Does having an ethnically diverse faculty make a difference? What the courts said in the 1980s and surprising results of a quantitative study using NELS.
Tippitt, Dara Alma Monifa.

Does having an ethnically diverse faculty make a difference? What the courts said in the 1980s and surprising results of a quantitative study using NELS. - 242 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3239.

Thesis (Ed.D.)--Columbia University Teachers College, 2003.

This dissertation, through two quantitative studies, explores the relationship between faculty diversity and educational outcomes. In a world with increasing diversity, there is a need to satisfactorily serve students from various ethnicities. The first study surveyed the seniors in three Westchester high schools and assessed their college aspirations, career aspirations, and grade point averages. The Westchester County study was too small to make generalizable findings. A second study on the same topic was completed using the National Educational Longitudinal Study (NELS). The results were surprising.

ISBN: 0496545274Subjects--Topical Terms:

539262
Education, Secondary.

Does having an ethnically diverse faculty make a difference? What the courts said in the 1980s and surprising results of a quantitative study using NELS.
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520 $a This dissertation, through two quantitative studies, explores the relationship between faculty diversity and educational outcomes. In a world with increasing diversity, there is a need to satisfactorily serve students from various ethnicities. The first study surveyed the seniors in three Westchester high schools and assessed their college aspirations, career aspirations, and grade point averages. The Westchester County study was too small to make generalizable findings. A second study on the same topic was completed using the National Educational Longitudinal Study (NELS). The results were surprising.
520 $a The NELS database was analyzed to explore the relationship between faculty diversity and achievement. Students in 8th grade were surveyed. Only students who participated in 8th grade were used for this study in 10th grade. Similarly, only the students who were surveyed in 8th and 10th grades were used in 12th grade. Students in each cohort were analyzed based on the geographic location of their school: non-rural, suburban, and urban. Students were analyzed in three categories, all students (who were predominantly White), Black students, and Latino students. Regression analysis was used to determine the relationship between faculty diversity, student ethnicity, and standardized math and reading test scores as well as college aspirations. The data resulted in unexpected findings.
520 $a This study found the relationship between faculty diversity and student achievement to be disappointing. First, for African American students in each grade and in each geographic setting, there was not a relationship between faculty diversity and student achievement. Second, for Latino students in 8th and 10th grades, there was a relationship between faculty diversity and students' scores on standardized reading tests. There was no measurable difference in 12th grade. There was not a significant relationship between faculty diversity and student achievement on standardized math scores. Similarly for Latino students, faculty diversity did not influence their standardized math scores or their college aspirations. Faculty diversity did not influence the standardized reading and math scores for White Students. However, faculty diversity did increase White 10th and 12th grade suburban students' college aspirations and the college aspirations of all 8th and 12th grade non-rural students. These results were surprising.
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