Brown-Wright, L., & Tyler, K. M. (2010). The Effects of Home—School Dissonance on African American Male High School Students. The Journal of Negro Education, 79(2), 125-136.
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.
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