東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Ethnicity and academic achievement b...

Mississippi State University., Sociology, Anthropology, and Social Work.

FindBook

Google Book

Amazon

博客來

Ethnicity and academic achievement by Malaysian eighth grade students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Ethnicity and academic achievement by Malaysian eighth grade students./
作者:	Liew, Hui Peng.
面頁冊數:	135 p.
附註:	Advisers: Domenico Parisi; Xiaohe Xu.
Contained By:	Dissertation Abstracts International70-07A.
標題:	Sociology, Demography. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3366297
ISBN:	9781109274370

Ethnicity and academic achievement by Malaysian eighth grade students.
Liew, Hui Peng.

Ethnicity and academic achievement by Malaysian eighth grade students. - 135 p.

Advisers: Domenico Parisi; Xiaohe Xu.

Thesis (Ph.D.)--Mississippi State University, 2009.

Malaysia's preferential policies have reduced the educational attainment gap between ethnic groups. However, we know less about their effects on ethnic differences in academic achievement. With this point in mind, the overall goal of this study is to examine inter-ethnic differences in mathematics and science achievement based on the cohort of eighth grade (Form 2) Malaysian students who participated in the Third International Mathematics and Sciences Study Repeat Project (TIMMS-R). It sought to determine the extent to which theoretical propositions of the structural and cultural perspectives developed to explain achievement differences in the United States are applicable in Malaysia. Malaysia is an interesting setting for the purpose of the present study for three reasons. First, the interethnic differences in educational outcomes were historically linked to occupational structure and class-and ethnicity-based residential segregation during the Brisish colonial rule. Second, Malaysia is one of the few countries (i.e. Fiji, Nigeria, Sri Lanka, Uganda, India, and New Zealand) that have strong public policies to rectify the historical ethnic inequalities in access to education. However, the difference between Malaysia and these countries seems to be in the relative status of the formerly disadvantaged ethnic group in question. Finally, as a new member of the New Industrialized Countries (NICs), Malaysia is in the process of making the transition from an agricultural economy to an indutrialized nation. As such, the importance of mathematics and science education increases along with socioeconomic and technological advance and the discrepancies in mathematics and science achievement can have important implications on socioeconomic disparity among ethnic groups. The primary contribution of this dissertation is that it holistically examines how individual, family and school characteristics affect mathematics and science achievement of the eighth graders in Malaysia. The multilevel modeling analyses showed that Non-Malay students performed significantly better in mathematics achievement than Malay students, even after controlling for family and school characteristics as well as students' perceived importance of mathematics and educational expectations. Overall, the results suggest that the structural and cultural perspectives work differently for Malay and Non-Malay students.

ISBN: 9781109274370Subjects--Topical Terms:

1020257
Sociology, Demography.

Ethnicity and academic achievement by Malaysian eighth grade students.
LDR:03413nam 2200301 a 45 001 854067
005 20100702
008 100702s2009 ||||||||||||||||| ||eng d
020 $a 9781109274370
035 $a (UMI)AAI3366297
035 $a AAI3366297
040 $a UMI $c UMI
100 1 $a Liew, Hui Peng. $3 1020345
245 1 0 $a Ethnicity and academic achievement by Malaysian eighth grade students.
300 $a 135 p.
500 $a Advisers: Domenico Parisi; Xiaohe Xu.
500 $a Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: .
502 $a Thesis (Ph.D.)--Mississippi State University, 2009.
520 $a Malaysia's preferential policies have reduced the educational attainment gap between ethnic groups. However, we know less about their effects on ethnic differences in academic achievement. With this point in mind, the overall goal of this study is to examine inter-ethnic differences in mathematics and science achievement based on the cohort of eighth grade (Form 2) Malaysian students who participated in the Third International Mathematics and Sciences Study Repeat Project (TIMMS-R). It sought to determine the extent to which theoretical propositions of the structural and cultural perspectives developed to explain achievement differences in the United States are applicable in Malaysia. Malaysia is an interesting setting for the purpose of the present study for three reasons. First, the interethnic differences in educational outcomes were historically linked to occupational structure and class-and ethnicity-based residential segregation during the Brisish colonial rule. Second, Malaysia is one of the few countries (i.e. Fiji, Nigeria, Sri Lanka, Uganda, India, and New Zealand) that have strong public policies to rectify the historical ethnic inequalities in access to education. However, the difference between Malaysia and these countries seems to be in the relative status of the formerly disadvantaged ethnic group in question. Finally, as a new member of the New Industrialized Countries (NICs), Malaysia is in the process of making the transition from an agricultural economy to an indutrialized nation. As such, the importance of mathematics and science education increases along with socioeconomic and technological advance and the discrepancies in mathematics and science achievement can have important implications on socioeconomic disparity among ethnic groups. The primary contribution of this dissertation is that it holistically examines how individual, family and school characteristics affect mathematics and science achievement of the eighth graders in Malaysia. The multilevel modeling analyses showed that Non-Malay students performed significantly better in mathematics achievement than Malay students, even after controlling for family and school characteristics as well as students' perceived importance of mathematics and educational expectations. Overall, the results suggest that the structural and cultural perspectives work differently for Malay and Non-Malay students.
590 $a School code: 0132.
650 4 $a Sociology, Demography. $3 1020257
690 $a 0938
710 2 $a Mississippi State University. $b Sociology, Anthropology, and Social Work. $3 1020344
773 0 $t Dissertation Abstracts International $g 70-07A.
790 $a 0132
790 1 0 $a Jones, James $e committee member
790 1 0 $a Morrison, Emory $e committee member
790 1 0 $a Parisi, Domenico, $e advisor
790 1 0 $a Xu, Xiaohe, $e advisor
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3366297