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Author Drati, Ben Amuku
Title Closing the achievement gap: The relationship between emotional intelligence, race identity attitudes, and academic achievement with African American adolescents
book jacket
Descript 94 p
Note Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3687
Adviser: Kenneth Magdaleno
Thesis (Ed.D.)--California State University, Fresno, 2010
The purpose of this study was to investigate whether African American high school students' emotional intelligence and their race identity attitudes are related to their academic achievement. The following research questions were explored in the study: What is the correlation between African American adolescents' race identity attitudes and their academic achievement? What is the correlation between an African American adolescents' emotional intelligence and their academic achievement? What is the correlation between African American adolescents' race identity attitudes and emotional intelligence?
Representing three high schools, a total of 165 African American students were invited to participate in the study. The students were randomly selected and administered the EQ-i:YV(S) and CRIS surveys. Students' survey results were correlated against each other and against their 2008/2009 ELA CST scale scores. Analyses indicated positive, modest, and significant adaptability subscales of EI to ELA results. MICI attitudes were positively, modestly, and significantly correlated to ELA results. MICI results were positively and significantly correlated with adaptability. Adaptability and multicultural inclusive attitudes are discussed in the context of Oppositional Culture, Nigrescence, and emotional intelligence theories in relation to academic achievement for African American adolescents
School code: 6050
Host Item Dissertation Abstracts International 71-10A
Subject African American Studies
Education, Evaluation
Education, Multilingual
0296
0443
0455
Alt Author California State University, Fresno
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