Awareness levels of high school students of the contributions of African Americans in science, medicine and technology

详细信息   

• 作者：McGee-Brown ; Shirley A
• 学历：Doctor
• 年：2001
• 关键词：Social sciences ; Education ; High school students ; Sci
• 导师：Nielsen,Dennis
• 毕业院校：South Carolina State University
• 专业：Minority & ethnic groups;Sociology;Secondary education;African Americans
• ISBN：0493574824,9780493574820
• CBH：3043683
• Country：USA
• 语种：English
• FileSize：3161111
• Pages：92

文摘

The purpose of this study was to investigate the differences in the levels of knowledge held by 9th -12th grade students concerning the contributions of African Americans to science,medicine,and technology. This study examined how the students' knowledge of African American contributions to science,medicine,and technology might be influenced by (a) Their like for science;(b) Teacher expectations;(c) Parents' opinion of science;(d) Friends' opinion of science;(e) The ethnicity of the teacher and (f) the ability of the student to identify with the subject matter. The sample consisted of 126 9th -12th grade students. Participants in the study attended a high school in the Savannah-Chatham County School System. The students were divided into two groups,African Americans and non-African Americans. The researcher developed an instrument called an Ethnic Awareness Instrument (EAI). This instrument was used to collect data about the students' demographics and to test the students' awareness level of the contributions of African Americans to science,medicine,and technology. The data for the study were analyzed using the Statistical Package for the Social Sciences (SPSS). A t test for equality of means was used to test the hypotheses. The study revealed a statistically significant difference (p < .5) in the EAI scores of those 9th -12 th grade students who answered that their friends' opinion of science would not affect their opinion of science as compared to those who answered that their friends' opinion would affect their opinion. A statistically significant difference (p < .05) was found in the EAI scores of those 9th -12th grade students who answered that they liked science as compared to those who said that they did not like science. A statistically significant difference (p < .05) was also found in the EAI scores of African-American 9th -12 th grade students on black scientist questions and white scientist questions as compared to non-African-American 9th -12 th grade students on the same questions. A statistically significant difference (p < .05) was found in the EAI scores of those 9th -12th grade students who answered that they felt their science teacher expected them to do well in science as compared to those who did not feel their science teacher expected them to do well in science.