A Multilevel Study of Elementary Male Black Students and White Students
Document Type
Article
Publication Date
1-1-1992
Abstract
A multilevel modeling strategy was used in this study to identify school characteristics linked to student achievement and the relationship between student achievement and student background, educational expectations, and classroom participation. The school characteristics considered included indicators of school organization, context, and climate. The subjects were 2,356 Black male students and White male students in 76 elementary schools. The results indicated that although classroom participation was a significant predictor of achievement for both groups, the strength of the association was affected by school characteristics for the Black males only. In particular, the ability of Black males to translate academic participation into achievement was weakened in large schools and in schools in which most students were from low socioeconomic backgrounds. It was concluded that in those settings, Black male students may be at a disadvantage. © 1992 Taylor & Francis Group, LLC.
Publication Source (Journal or Book title)
Journal of Educational Research
First Page
105
Last Page
110
Recommended Citation
Kennedy, E. (1992). A Multilevel Study of Elementary Male Black Students and White Students. Journal of Educational Research, 86 (2), 105-110. https://doi.org/10.1080/00220671.1992.9941146