An intervention program employing test-skills instruction and cooperative learning methods was pr... more An intervention program employing test-skills instruction and cooperative learning methods was presented to second-year minority medical students at a major state-supported medical school. The purpose was to enhance minority students' passing rate on Part I of the National Board of Medical Examiners examination. Nineteen of the 21 second-year minority students participated in the program. After the program had been conducted, it was observed that the passing rate of the minority students during that year significantly surpassed the rate of minority students from the previous year. Participants' passing rate approached the passing rate of the nonminority students in the class. Moreover, the mean National Board Examination score for the students participating in the program was not statistically different from that observed for an equal number of randomly selected second-year nonminority students. The results of the program were encouraging; further examination of the effects ...
The disidentification hypothesis predicts that African American boys achieve less in school than ... more The disidentification hypothesis predicts that African American boys achieve less in school than African American girls do because boys have less personal investment in doing well academically (i.e., they are disidentified). When do such gender differences emerge? Using self-perception and achievement data from longitudinal studies of children ( N = 113) at high risk for academic problems because they come from low-income families, the authors examined whether elementary school—aged and early adolescent African American boys are more prone to low achievement and disidentification than African American girls. Multiple regression analyses indicated no gender differences in reading or mathematics achievement between boys and girls at age 8 or at age 12. At age 12, African American boys’ self-esteem was predicted by academic performance in ways similar to that of African American girls. Thus, no gender differences emerged in elementary school achievement and no gender-specific disengage...
While a growing body of literature documents the effectiveness of summer research programs in sti... more While a growing body of literature documents the effectiveness of summer research programs in stimulating Black students' interest in graduate study, data are rarely disaggregated, resulting in a lack of knowledge of how subgroups of participants experience and benefit from program involvement. Moreover, given that Black students matriculating in doctoral programs are proportionately more likely to be female rather than male and to have earned a bachelor's degree from a Historically Black College or University (HBCU) rather than a Traditionally White Institution (TWI), it is important to explore the origins and pervasiveness of such disparities in pre-doctoral experiences. Thus, the present study investigates the extent to which Black undergraduate students' perceptions of a summer research program and subsequent interest in research careers and graduate study differ by gender and college of origin type. Findings indicate that Black males reported statistically significant higher ratings than females on three of the seven items assessed and students from HBCUs reported statistically significant higher ratings on one of the seven variables. Additionally, one interaction effect was identified for females from HBCUs.
An intervention program employing test-skills instruction and cooperative learning methods was pr... more An intervention program employing test-skills instruction and cooperative learning methods was presented to second-year minority medical students at a major state-supported medical school. The purpose was to enhance minority students' passing rate on Part I of the National Board of Medical Examiners examination. Nineteen of the 21 second-year minority students participated in the program. After the program had been conducted, it was observed that the passing rate of the minority students during that year significantly surpassed the rate of minority students from the previous year. Participants' passing rate approached the passing rate of the nonminority students in the class. Moreover, the mean National Board Examination score for the students participating in the program was not statistically different from that observed for an equal number of randomly selected second-year nonminority students. The results of the program were encouraging; further examination of the effects ...
The disidentification hypothesis predicts that African American boys achieve less in school than ... more The disidentification hypothesis predicts that African American boys achieve less in school than African American girls do because boys have less personal investment in doing well academically (i.e., they are disidentified). When do such gender differences emerge? Using self-perception and achievement data from longitudinal studies of children ( N = 113) at high risk for academic problems because they come from low-income families, the authors examined whether elementary school—aged and early adolescent African American boys are more prone to low achievement and disidentification than African American girls. Multiple regression analyses indicated no gender differences in reading or mathematics achievement between boys and girls at age 8 or at age 12. At age 12, African American boys’ self-esteem was predicted by academic performance in ways similar to that of African American girls. Thus, no gender differences emerged in elementary school achievement and no gender-specific disengage...
While a growing body of literature documents the effectiveness of summer research programs in sti... more While a growing body of literature documents the effectiveness of summer research programs in stimulating Black students' interest in graduate study, data are rarely disaggregated, resulting in a lack of knowledge of how subgroups of participants experience and benefit from program involvement. Moreover, given that Black students matriculating in doctoral programs are proportionately more likely to be female rather than male and to have earned a bachelor's degree from a Historically Black College or University (HBCU) rather than a Traditionally White Institution (TWI), it is important to explore the origins and pervasiveness of such disparities in pre-doctoral experiences. Thus, the present study investigates the extent to which Black undergraduate students' perceptions of a summer research program and subsequent interest in research careers and graduate study differ by gender and college of origin type. Findings indicate that Black males reported statistically significant higher ratings than females on three of the seven items assessed and students from HBCUs reported statistically significant higher ratings on one of the seven variables. Additionally, one interaction effect was identified for females from HBCUs.
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