Date of Award
5-2013
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
H. Stanton Tuttle
Second Advisor
Mark A. Frisius
Third Advisor
Jeffery S. Williamson
Scholarship Domain(s)
Scholarship of Discovery, Scholarship of Teaching and Learning
Abstract
The academic achievement gap between minority and low socioeconomic status children and their more advantaged counterparts is a well-documented phenomenon. Many factors have contributed to this gap. The current quantitative, non-experimental, fixed-research design study has examined the potential of three social capital variables and locus of control to predict academic achievement. From a sample of 98 high school seniors, the results indicated that none of the independent variables studied were significant predictors of academic achievement for disadvantaged students. However, feelings of parental rejection were found to be a statistically significant negative predictor of grade point average (GPA) for the No Disadvantage group. Further research is recommended to more closely examine these variables and their predictive power contributing to GPA.
Recommended Citation
Couwenhoven, Randy, "The Role of Social Capital and Internal Locus of Control in the Academic Achievement of Traditionally Disadvantaged Students" (2013). Ed.D. Dissertations. 53.
https://digitalcommons.olivet.edu/edd_diss/53
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Psychology Commons, Elementary and Middle and Secondary Education Administration Commons, Urban Education Commons
Comments
Ed.D. dissertation completed in 2013 for Olivet Nazarene University.