(Shin, 2011) A study of 88 African-American elementary students examined in the areas of neighborhood satisfaction, academic self-efficacy, and racial ethnic identity found that Afrocentric identity and neighborhood satisfaction directly relates to Black students having self-efficacy. Disengagement from school is one of the most critical problems exhibited by students across the country. Promoting school engagement and reducing dropout rates continues to be one of the U.S. Educational System’s greatest challenges. African-American students, along with other minority student groups and low income students, have the greatest risk of not finishing high school. This directly translates to life outcomes. Traditionally, there are virtually no jobs that pay living wages that exist for students without a high school diploma (U.S. Department of Education, 2013).
Project Lead the Way (PLTW), is a U.S. non-profit program that is the leader in the development and dissemination of science, technology, engineering and mathematics curricula, also known as S.T.E.M. educational curricular programs. These curriculums are used in middle and high schools across the country. A study was conducted to evaluate factors that influence the self-efficacy of Black high school students ...
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... success it was found that the hassle of racial discrimination directly related to academic performance; however this discrimination was unrelated to, academic curiosity, and persistence on academic tasks. The boys who reported discrimination experiences were negatively affected in other areas such as academic self-concept or implicit ability beliefs. The Black boys that had parents that instilled a feeling of self-worth and positive racial socialization and racial pride, over time, were more persistent in difficult school tasks than boys that received moderate negative and low frequency racial socialization. The findings suggested that boys who can recall socialization from parents placing emphasis upon self-affirming messages feel more
efficacious in completing and mastering academic tasks. They also became less discouraged in the face of challenge (Neblett, 2009).
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