Hispanic male students’ perceptions of the direct and signal influences that affect their academic performance : a single case study.
| dc.contributor.advisor | Shelton, Ryann N. | |
| dc.creator | Gonzalez, Alma, 1978- | |
| dc.date.accessioned | 2024-07-30T12:45:45Z | |
| dc.date.available | 2024-07-30T12:45:45Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:45:45Z | |
| dc.description.abstract | According to the National Assessment of Educational Progress (NAEP), Hispanic middle school males have exhibited lower academic performance over the last decade in reading and mathematics when contrasted with their White counterparts. In the state of Texas, the Academic Performance Report for 2020–2021 by the Texas Education Agency indicated Hispanic middle school students also demonstrated academic underperformance in comparison to White middle school students in grades 6–8. This discrepancy was evident in reading and mathematics state assessments in 2019 and 2021. Amid the challenges posed by the COVID-19 pandemic, the 2021 State of Texas Assessment of Academic Readiness (STAAR) test revealed that Hispanic eighth-grade students' performance lagged compared to their White counterparts. The purpose of this study was to explore Hispanic male students’ perceptions of direct and signal influences that affect their academic performance. Guided by the Social Equity Theory (SET), I collected data using two semi-structured interviews and reflection documents. I used the data analysis spiral to analyze data iteratively, generating codes, categories, and themes. This approach helped me understand the social processes' influence on the participants’ academic performance and experiences while aligning with the SET framework. The study revealed four main findings. First, Hispanic middle school males perceived teacher support grounded in care and recognition positively influenced their academic performance. Second, Hispanic middle school males perceived individualized academic support, explicit instruction, engagement opportunities, and opportunities for self-initiation positively influenced their academic performance. Third, Hispanic middle school males generally did not perceive signal influences related to teacher actions, messages, affirmations, and teacher demeanor. Lastly, Hispanic middle school males generally did not perceive signal influences related to disciplinary expectations, fairness, and treatment to influence their academic performance. These findings have implications for district leaders and administrators, teachers, parents of Hispanic middle school males, and researchers. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12910 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | Hispanic male students’ perceptions of the direct and signal influences that affect their academic performance : a single case study. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2028-12-01 | |
| local.embargo.terms | 2028-12-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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