Date of Award
Doctor of Education (EdD)
H. Stanton Tuttle
Mark A. Frisius
Jeffery S. Williamson
Scholarship of Discovery, Scholarship of Teaching and Learning
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.
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.