Abstract
The current study examined associations between home-school dissonance and several academic and psychological variables among 80 African American male high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including amotivation, academic cheating disruptive classroom behavior, lowered academic efficacy, performance avoidant and performance approach goal orientations and poor self-reported English grades. Findings suggest that researchers and education policymakers must become more knowledgeable of ways to incorporate aspects of African American male students' home and out-of-school experiences into their learning experiences.
| Original language | English |
|---|---|
| Pages (from-to) | 125-136 |
| Number of pages | 12 |
| Journal | Journal of Negro Education |
| Volume | 79 |
| Issue number | 2 |
| State | Published - Mar 2010 |
Keywords
- African American males
- Home-school dissonance
- Secondary education
ASJC Scopus subject areas
- Education
- Anthropology