Low income African-American fourth-grade students' perception of academic achievement relative to student self-concept, parental support and teachers attitude

• Main Author: Warren, Valencia Dee
• Format: Others
• Published: DigitalCommons@Robert W. Woodruff Library, Atlanta University Center 2007
• Subjects: Social Work
• Online Access: http://digitalcommons.auctr.edu/dissertations/976; http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=2657&context=dissertations

This study examines low income fourth-grade students' perception of academic achievement in relationship to student self-concept, parental support, and teacher attitudes. The study was based on the fourth-grade failure syndrome. This syndrome is a withdrawal of interest by children of this age in school-related activities with resultant academic failure. Fourth-grade students were surveyed to determine if their perception of self-concept, parental support, and teacher attitudes were related to their academic achievement. The researcher found that when students had a positive perception of selfconcept, parental support, and teacher attitudes, they obtained above average achievement. Data gathered during this research can be used to broaden the body of knowledge among social workers, psychologists, counselors, and school administrators who are in a position to rectify the decline in the academic success of African-American students. The conclusion drawn from these findings supports that the students' perception of self-concept, parental support, teacher attitudes, and academic achievement are inter related. Neither factor significantly outweighed the other; however, all factors contributed to the academic success of low income African-American students.