the academic coach was in her 5th year in that capacity and had been in education for 18 years. The participants were selected both for their ability to give pertinent feedback about the study and their ability to affect institutional change should the study warrant doing so. Further, permission was needed from the principal as the instructional leader at the school and from the registrar as the administrator in charge of the researcher’s department at the school to allow the study. Procedures and Data Collection Methods This study was designed to reduce stereotype threat in Black students through affirmation intervention techniques in an effort to improve standardized test scores. The following table explains the foci, data collection methods, and analysis procedures. Data Shell Table 3.1 Focus Question Literature Sources Type of Method How these data are analyzed and Data Will reducing stereotype Bruce, A. (200 Method: Dependent T Test (comparing GHSGT threat amongst students in Demack, S. (2000) scores in social studies with pre-test assessment, 11th grade government Steele, C. (1999) scores.) reflection classes result in a markedly better score for this group Data: on the Georgia High quantitative, School Graduation Test in qualitative social studies? How will students respond Ipka, V. (2003) Method: Survey, to a campaign specifically Mandara, J. (2009) Likert scale results examined via Chi survey, designed to increase Olszewski-Kubilius, P. Square discussion achievement on (2006) questions, standardized tests? Coded for themes reflection Data: Nominal and/or ordinal, qualitative How will school leaders Cooper, B. (2006) Method: Coded for themes feel about the processes Mattison, E. (2007) interview, focus used to reduce stereotype Roscigno, V. (1999) group, reflection threat with regards to the stated goals of the school Data: improvement plan for qualitative social studies? Focus Question One addresses the quantitative aspect of the evaluation research design. Will reducing stereotype threat amongst Black students in11th-grade government
the academic coach was in her 5th year in that capacity and had been in education for 18 years. The participants were selected both for their ability to give pertinent feedback about the study and their ability to affect institutional change should the study warrant doing so. Further, permission was needed from the principal as the instructional leader at the school and from the registrar as the administrator in charge of the researcher’s department at the school to allow the study. Procedures and Data Collection Methods This study was designed to reduce stereotype threat in Black students through affirmation intervention techniques in an effort to improve standardized test scores. The following table explains the foci, data collection methods, and analysis procedures. Table 3.1 Data Shell Focus Question Literature Sources Type of Method and Data How these data are analyzed Will reducing stereotype threat amongst students in 11th grade government classes result in a markedly better score for this group on the Georgia High School Graduation Test in social studies? Bruce, A. (200 Demack, S. (2000) Steele, C. (1999) Method: assessment, reflection Data: quantitative, qualitative Dependent T Test (comparing GHSGT scores in social studies with pre-test scores.) How will students respond to a campaign specifically designed to increase achievement on standardized tests? Ipka, V. (2003) Mandara, J. (2009) Olszewski-Kubilius, P. (2006) Method: survey, discussion questions, reflection Data: Nominal and/or ordinal, qualitative Survey, Likert scale results examined via Chi Square Coded for themes How will school leaders feel about the processes used to reduce stereotype threat with regards to the stated goals of the school improvement plan for social studies? Cooper, B. (2006) Mattison, E. (2007) Roscigno, V. (1999) Method: interview, focus group, reflection Data: qualitative Coded for themes Focus Question One addresses the quantitative aspect of the evaluation research design. Will reducing stereotype threat amongst Black students in11th-grade government
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