Class
Article
Faculty Mentor
Diana J. Meter
Presentation Type
Poster Presentation
Abstract
Variation in stressors, due to ethnic background or culture, can interrupt academic progression (Benneret al., 2017). Furthermore, variation in academic opportunity and skill may lead to later societal inequalities, such as gender or racial pay gaps (Soland, 2018). Therefore, it is invaluable for research to address potential imbalances in the academic setting, as a perpetuation of issues has the potential to cultivate greater disparities in the future. However, there is little data that encompasses the impact of race and gender on students’ subjective academic wellbeing. Through analyzing race/ethnicity and gender differences in student subjective wellbeing, where intervention may be applied to increase equality is illuminated. Participants were 1,249 6th-8th grade students. Four hundred twenty-one were in 6th grade, 398 in 7th grade, and 430 in 8th grade. Their mean age was 12.44 years (SD= .98, range = 10 -15 years). Five students were American Indian or Pacific Islander, 73 Asian, 146 Black, 495 Hispanic, 474 White, and 56 Biracial or Multiracial. There were 652 girls and 597 boys. The Student Subjective Wellbeing Questionnaire (SSWQ; Renshaw et al., 2015) measured Joy of Learning, School Connectedness, Educational Purpose, Academic Efficacy, and overall Subjective Wellbeing in the school setting. Students responded to questions on 4-point scale, ranging from 0, meaning almost never, to 3, meaning almost always. Hispanic participants were found to have significantly lower Academic Efficacy and Subjective Wellbeing (F(5, 1243) = 2.38, < .05, -.11, < .05) than White students (F(5, 1243) = 5.68, < .001)-.25, < .001). Girls reported significantly lower School Connectedness than boys (t (1234.2) = -3.10, < .01). Girls reported significantly higher Educational Purpose (t (1230.3) = 2.0696, < .05). Results suggest for whom intervention efforts to improve student subjective wellbeing might be beneficial. Presentation Time: Thursday, 12-1 p.m.
Location
Logan, UT
Start Date
4-12-2021 12:00 AM
Included in
An Analysis of the Impact of Gender and Racial Background on Academic Wellbeing in Middle Childhood
Logan, UT
Variation in stressors, due to ethnic background or culture, can interrupt academic progression (Benneret al., 2017). Furthermore, variation in academic opportunity and skill may lead to later societal inequalities, such as gender or racial pay gaps (Soland, 2018). Therefore, it is invaluable for research to address potential imbalances in the academic setting, as a perpetuation of issues has the potential to cultivate greater disparities in the future. However, there is little data that encompasses the impact of race and gender on students’ subjective academic wellbeing. Through analyzing race/ethnicity and gender differences in student subjective wellbeing, where intervention may be applied to increase equality is illuminated. Participants were 1,249 6th-8th grade students. Four hundred twenty-one were in 6th grade, 398 in 7th grade, and 430 in 8th grade. Their mean age was 12.44 years (SD= .98, range = 10 -15 years). Five students were American Indian or Pacific Islander, 73 Asian, 146 Black, 495 Hispanic, 474 White, and 56 Biracial or Multiracial. There were 652 girls and 597 boys. The Student Subjective Wellbeing Questionnaire (SSWQ; Renshaw et al., 2015) measured Joy of Learning, School Connectedness, Educational Purpose, Academic Efficacy, and overall Subjective Wellbeing in the school setting. Students responded to questions on 4-point scale, ranging from 0, meaning almost never, to 3, meaning almost always. Hispanic participants were found to have significantly lower Academic Efficacy and Subjective Wellbeing (F(5, 1243) = 2.38, < .05, -.11, < .05) than White students (F(5, 1243) = 5.68, < .001)-.25, < .001). Girls reported significantly lower School Connectedness than boys (t (1234.2) = -3.10, < .01). Girls reported significantly higher Educational Purpose (t (1230.3) = 2.0696, < .05). Results suggest for whom intervention efforts to improve student subjective wellbeing might be beneficial. Presentation Time: Thursday, 12-1 p.m.