Gary L St C Oates
Dados Biográficos
| ID | 225418 |
|---|---|
| NOME | Gary L St C Oates |
| PRENOMES | Gary L St C |
| SOBRENOME | Oates |
| ASSINATURA | OATES G L S C |
| AFILIAÇÕES | Bowling Green State University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 48 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2003 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2009 |
| ÍNDICE H | 4 |
An empirical test of five prominent explanations for the black–white academic performance gap
The Color of the Undergraduate Experience and the Black Self-Concept
The present study assesses the impact of attending colleges with higher black enrollment on African Americans' self-esteem and self-efficacy. It tests Rosenberg's proposition that racially “consonant” environments enhance self-appraisals. The LISREL models control for various pre-college attributes and for institutional selectivity. Higher black enrollment enhances post-college self-esteem but does not significantly influence self-efficacy. Both …
The Color of the Undergraduate Experience and the Occupational Attainment of Blacks and Whites
This study examines the impact of attendance at colleges with higher black enrollment on occupational attainment. The unique multipopulation LISREL models focus on blacks and whites, specify income and occupational self-direction as distinct dimensions of labor market accomplishment, and adjust for the possible confounding influence of college selectivity and precollege self-appraisals. Data from the NLS-72, augmented by selectivity and black enr…
Teacher‐Student Racial Congruence, Teacher Perceptions, and Test Performance
Objective. This research explores the seldom‐addressed question of whether teacher‐student racial congruence conditions the impact of teacher perceptions on performance. Methods. Multipopulation LISREL models (utilizing data from the NELS) compare the effect of white teachers' perceptions on African‐American standardized test performance to the corresponding effect among white students. Parallel models compare the impact of African‐American teach…
Teacher‐Student Racial Congruence, Teacher Perceptions, and Test Performance
Objective. This research explores the seldom‐addressed question of whether teacher‐student racial congruence conditions the impact of teacher perceptions on performance. Methods. Multipopulation LISREL models (utilizing data from the NELS) compare the effect of white teachers' perceptions on African‐American standardized test performance to the corresponding effect among white students. Parallel models compare the impact of African‐American teach…
An empirical test of five prominent explanations for the black–white academic performance gap
The Color of the Undergraduate Experience and the Black Self-Concept
The present study assesses the impact of attending colleges with higher black enrollment on African Americans' self-esteem and self-efficacy. It tests Rosenberg's proposition that racially “consonant” environments enhance self-appraisals. The LISREL models control for various pre-college attributes and for institutional selectivity. Higher black enrollment enhances post-college self-esteem but does not significantly influence self-efficacy. Both …
The Color of the Undergraduate Experience and the Occupational Attainment of Blacks and Whites
This study examines the impact of attendance at colleges with higher black enrollment on occupational attainment. The unique multipopulation LISREL models focus on blacks and whites, specify income and occupational self-direction as distinct dimensions of labor market accomplishment, and adjust for the possible confounding influence of college selectivity and precollege self-appraisals. Data from the NLS-72, augmented by selectivity and black enr…
Teacher‐Student Racial Congruence, Teacher Perceptions, and Test Performance
Objective. This research explores the seldom‐addressed question of whether teacher‐student racial congruence conditions the impact of teacher perceptions on performance. Methods. Multipopulation LISREL models (utilizing data from the NELS) compare the effect of white teachers' perceptions on African‐American standardized test performance to the corresponding effect among white students. Parallel models compare the impact of African‐American teach…
The Color of the Undergraduate Experience and the Black Self-Concept
The present study assesses the impact of attending colleges with higher black enrollment on African Americans' self-esteem and self-efficacy. It tests Rosenberg's proposition that racially “consonant” environments enhance self-appraisals. The LISREL models control for various pre-college attributes and for institutional selectivity. Higher black enrollment enhances post-college self-esteem but does not significantly influence self-efficacy. Both …
The Color of the Undergraduate Experience and the Occupational Attainment of Blacks and Whites
This study examines the impact of attendance at colleges with higher black enrollment on occupational attainment. The unique multipopulation LISREL models focus on blacks and whites, specify income and occupational self-direction as distinct dimensions of labor market accomplishment, and adjust for the possible confounding influence of college selectivity and precollege self-appraisals. Data from the NLS-72, augmented by selectivity and black enr…
An empirical test of five prominent explanations for the black–white academic performance gap
Psychology (4 obras) · Social Psychology (4 obras) · Demography (3 obras) · Racial and Ethnic Identity Research (3 obras) · Socioeconomic status (3 obras) · Sociology (3 obras) · Critical Race Theory in Education (2 obras) · Demography (2 obras) · Higher Education Research Studies (2 obras) · LISREL (2 obras)