Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 7 |
Descriptor
Source
| SAGE Open | 7 |
Author
| Croiset, Gerda | 1 |
| Gong, Jing | 1 |
| Gorard, Stephen | 1 |
| Green, Rupert | 1 |
| Han, Keonghee Tao | 1 |
| Heymans, Martijn W. | 1 |
| Isik, Ulviye | 1 |
| Jansma, Elise P. | 1 |
| Jiyoon Yoon | 1 |
| Kambutu, John | 1 |
| Katie Koo | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 6 |
| Information Analyses | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Secondary Education | 7 |
| High Schools | 3 |
| Elementary Education | 2 |
| Grade 10 | 2 |
| Grade 11 | 2 |
| Grade 12 | 2 |
| Junior High Schools | 2 |
| Middle Schools | 2 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| More ▼ | |
Audience
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Progress in International… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkJiyoon Yoon; Katie Koo – SAGE Open, 2024
This case study aims to investigate the effectiveness of an online science enhancement program in retaining ethnic minority students in science by providing them with opportunities to interact with cultural role-models of scientists and engineers during the COVID-19 pandemic. The study draws on foundational theories of identity formation and…
Descriptors: Minority Group Students, High School Students, Computer Mediated Communication, Cultural Influences
Gorard, Stephen; Siddiqui, Nadia – SAGE Open, 2019
This article illustrates the links between different ways of assessing disadvantage at school and subsequent qualification outcomes at age 16 in England. Our previous work has compared variables that represent current or recent snapshots of disadvantage (such as eligibility for free school meals [FSM]) with long-term summary variables and found…
Descriptors: Foreign Countries, Disadvantaged, Academic Achievement, Poverty
Nganga, Lydiah; Kambutu, John; Han, Keonghee Tao – SAGE Open, 2019
Disparities in academic performance based on race in the United States are a persistent problem. As a result, a plethora of remedies such as using student-centered instructional strategies, de-tracking, ensuring low teacher-student ratios, and promoting high teacher expectations for all learners have been tried with limited success. Thus, this…
Descriptors: Caring, Academic Achievement, Minority Group Students, Student Empowerment
Luo, Dehong; Gong, Jing – SAGE Open, 2022
Home language (HL) effects on academic language literacy have been extensively discussed. However, previous research has mostly focused on Indo--European languages. This study extends the literature by using data (n = 17,600) collected in a diversified language area: Guangxi, China. We examined the effects of four HLs and four socioeconomic…
Descriptors: Native Language, Academic Language, Literacy, Socioeconomic Influences
Isik, Ulviye; Tahir, Omaima El; Meeter, Martijn; Heymans, Martijn W.; Jansma, Elise P.; Croiset, Gerda; Kusurkar, Rashmi A. – SAGE Open, 2018
The aim of this study to create a comprehensive overview of factors that may influence motivation of ethnic minority students from their own perspective. A systematic review was conducted in PubMed, ERIC, and PsycINFO to find studies in which the motivation of ethnic minority students was studied. The articles reviewed were qualitatively…
Descriptors: Student Motivation, Minority Group Students, Academic Achievement, Elementary School Students
Green, Rupert – SAGE Open, 2015
This descriptive study used nonparametric (Kruskal-Wallis and Mann-Whitney U) tests to determine the efficacy of New York City (NYC) small school initiative. A sample of 369 NYC high schools was tested on various performance indicators. The results: Large schools generated statistically significant higher performance scores and were more effective…
Descriptors: Educational Legislation, Federal Legislation, Small Schools, Urban Schools
King Miller, Beverly A. – SAGE Open, 2015
This article focuses on the educational strategies that can be used to support female students of African descent in their persistence in science, technology, engineering, and mathematics (STEM) education and careers. STEM careers have historically been White male and White female dominated, which has yielded an underrepresentation of those of…
Descriptors: Teacher Effectiveness, Teacher Characteristics, Culturally Relevant Education, African American Students
