{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/29186"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/29186","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures","abstract":"African Americans continue to perform significantly lower on high-stakes measures of educational achievement than do other ethnic groups. Osborn (1997) attributes this low performance by African Americans to their disidentification with the academic discourse. Ickes and Layden (1976), Metalsky, Abramson, and Peterson (1982), Finn (1989), and Belgrave, Johnson, and Carey (1992) relate the poor performance of African Americans to the manner in which they internalize/externalize negative and positive outcomes and the longevity of such outcomes being internalized, which they term locus of control. This study explores the variables of self-esteem, locus of control, test anxiety, reading ability, testing behaviors and the performance of African American males on high-stakes tests of educational achievement. Simultaneously, the study provides a reflection on the challenges faced by a practitioner when he studies an issue of critical concern in his own community.","abstract_html":"African Americans continue to perform significantly lower on high-stakes measures of educational achievement than do other ethnic groups. Osborn (1997) attributes this low performance by African Americans to their disidentification with the academic discourse. Ickes and Layden (1976), Metalsky, Abramson, and Peterson (1982), Finn (1989), and Belgrave, Johnson, and Carey (1992) relate the poor performance of African Americans to the manner in which they internalize/externalize negative and positive outcomes and the longevity of such outcomes being internalized, which they term locus of control. This study explores the variables of self-esteem, locus of control, test anxiety, reading ability, testing behaviors and the performance of African American males on high-stakes tests of educational achievement. Simultaneously, the study provides a reflection on the challenges faced by a practitioner when he studies an issue of critical concern in his own community.","abstract_has_math":false,"creators":["McGinnis, Marvin Harris"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Parson, Stephen R.","Dixon, Benjamin"],"committee_members":["Driscoll, Lisa G.","Dawson, Christina M.","Crockett, Jean B."],"year":2002,"date_issued":"2002-09-20","date_published":"2002-09-20","updated_at":"2026-07-24T05:55:54Z","subjects":["African American Males","Academic achievement","high-stakes tests"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-10042002-103859"],"render_values":[{"text":"etd-10042002-103859","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/29186","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Parson, Stephen R.","Dixon, Benjamin"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Driscoll, Lisa G.","Dawson, Christina M.","Crockett, Jean B."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["McGinnis, Marvin Harris"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:17:04Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:17:04Z","2003-12-12"]},{"key":"dc:date.issued","label":"Date","values":["2002-09-20"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American Males","Academic achievement","high-stakes tests"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-10042002-103859"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/29186"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["African Americans continue to perform significantly lower on high-stakes measures of educational achievement than do other ethnic groups. Osborn (1997) attributes this low performance by African Americans to their disidentification with the academic discourse. Ickes and Layden (1976), Metalsky, Abramson, and Peterson (1982), Finn (1989), and Belgrave, Johnson, and Carey (1992) relate the poor performance of African Americans to the manner in which they internalize/externalize negative and positive outcomes and the longevity of such outcomes being internalized, which they term locus of control. This study explores the variables of self-esteem, locus of control, test anxiety, reading ability, testing behaviors and the performance of African American males on high-stakes tests of educational achievement. Simultaneously, the study provides a reflection on the challenges faced by a practitioner when he studies an issue of critical concern in his own community."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. D."]},{"key":"dc:title","label":"Title","values":["Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Parson, Stephen R.","Dixon, Benjamin"],"dc:contributor.committeemember":["Driscoll, Lisa G.","Dawson, Christina M.","Crockett, Jean B."],"dc:contributor.department":["Educational Leadership and Policy Studies"],"dc:creator":["McGinnis, Marvin Harris"],"dc:date.accessioned":["2014-03-14T20:17:04Z"],"dc:date.available":["2014-03-14T20:17:04Z","2003-12-12"],"dc:date.issued":["2002-09-20"],"dc:description.abstract":["African Americans continue to perform significantly lower on high-stakes measures of educational achievement than do other ethnic groups. Osborn (1997) attributes this low performance by African Americans to their disidentification with the academic discourse. Ickes and Layden (1976), Metalsky, Abramson, and Peterson (1982), Finn (1989), and Belgrave, Johnson, and Carey (1992) relate the poor performance of African Americans to the manner in which they internalize/externalize negative and positive outcomes and the longevity of such outcomes being internalized, which they term locus of control. This study explores the variables of self-esteem, locus of control, test anxiety, reading ability, testing behaviors and the performance of African American males on high-stakes tests of educational achievement. Simultaneously, the study provides a reflection on the challenges faced by a practitioner when he studies an issue of critical concern in his own community."],"dc:description.degree":["Ed. 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