LaSonya Shelby
EDFN 7314
Article Critique #4
Full Citation
Gladney, Lawana and Greene, Barbara (1997, March). Descriptions of Motivation among
African American High School Students for Their Favorite and Least Favorite Classes. Paper
presented at the Annual Meeting of the American Educational Research Association (Chicago,
IL.).
Methodology
This empirical research study was completed to understand motivational factors for
learning among inner city African-American youth. Previous research showed that some teachers
have concluded that African-American youth just do not want or desire to learn. In an effort to
assess student’s cognitive reasons behind choosing their favorite and least favorite classes, the
authors extracted information from 275 African American high school students, grade levels 9 –
12. The authors believed that high perceptions of ability would be evident in favorite classes and
likely low perceptions of ability in their least favorites. In addition, the authors believed that
interest, difficulty, relevant subject matter, teaching styles and other teacher-student interactions
would be determinants as well. To examine these hypotheses, the authors focused on students
from three different urban schools in the mid-south.
A five point Likert survey was administered, strongly disagree and strongly agree were
the anchors. The survey was divided in three sections. First section asked questions regarding
their favorite classes and further probed students about their academic/learning goals, future like
college admissions, and pleasing the teacher. The second part prompted the students to disclose
possible reasons for disliking their least favorite class and perceived ability. The last portion was
five short answer items about demographics and whether they had experienced any racial bias in
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their favorite and least favorite classes. Based on the answers to opened questions, seven females
and six males were chosen for the interview. The interview included four questions; what is your
favorite class and why, what is your least favorite class and why, have you experienced racial
bias in your class, does the race of your teacher affect your motivation? The survey and
interview were completed by students who parents consented to their participation; all study
material was administered during the regularly scheduled history class.
Results and Discussion
The students’ favorite class showed somewhat low on the goal of pleasing their teacher.
The students were highest on the goals believed by authors to be most important for engagement
and achievement: learning goals, future consequences, and perceived ability. In contrast, their
least favorite class reported lower level of perceived ability, however still endorsed the
importance of learning goals and future consequences. Their reasons for disliking their least
favorite class were not surprising; these thoughts included disinterest and having a boring
teacher.
The interviews found that teacher’s attitude like “being nice and fun” coupled with “the
way the teacher teaches” were among the common reported for their favorite classes. A couple of
students liked their favorite class because of the subject, another based on personal interest in
acting, and the other enjoyed problem solving. Perception of ability followed a similar pattern,
the students felt at ease regardless of the difficulty because of the rapport established with their
teacher.
The results also showed that students disliked their least favorite class because the
teacher couldn’t relate to them or perceived the teacher to be a racist. Students expressed
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frustrations in the teaching style including long lectures and merely disliking the subject itself
and the amount of time it takes to master. Lastly the interview inquired about racial bias, students
believed the teachers focus of teaching White students, cultural differences created a difficult
somewhat segregated environment, where Blacks felt they purposely received lower grades.
Racial bias was reported by three-fourths of the sample. The authors probed whether the race of
their teacher increased or decreased their motivation and founded that some students felt
decreased motivation in class taught by another race. Some students felt more compelled to do
better work to prove that although they can be successful regardless of racial differences. All in
all the authors felt their results though preliminary did not support the view that AfricanAmericans do not learning goals, have low perceptions of learning ability, or lack of motivation
to learn. Instead the study showed African-American students had positive motivational
orientations, despite racial bias or perceived racially-driven treatment.
The major implications of the qualitative portion of the study reflect that students dislike
their least favorite class because of the subject matter, the teacher’s boring personality, and the
class structure is not perceived as fun. The quantitative analysis showed tentative findings that
race of the teacher may have a negative impact when coupled with a disapproving attitude. These
preliminary findings particularly perceived racial bias has similarities to the critical race theory
teachers may have preexisting biases that may create unequal opportunities to learn among
students in the same classroom. The academic disengagement theory detailed factors included
African American students feeling socially distant from their White peers and White teachers.
The students even noted a mutual distrust and a lack of caring among White teachers. Based on
the findings, the authors believed future research should be conducted on race and motivation,
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specifically how race and how the race of the teacher influences motivation. By exploring how
race motivates students in their classroom and school. Furthermore, they would like to examine
peer influences in general and how they affect motivation.
Interpretation
This study was poorly executed, the students were not a random sample, the authors
appeared to be the interviewers, which decreases credibility and the favorite and least favorite
class were not reported. The study focused on three mid-south high schools, the academic
disengagement theory focused on Ohio, the educational disparities cannot be blamed solely on
school systems the ethnic community played a vital role. This study leaves unanswered questions
that hinder the reader from fully supporting the methodology and data collection. Though the
article initially sounded interesting, the focus was slowly removed from the initial hypotheses
that perceived ability increased or decreased motivation in the student’s favorite and least class
to racial bias affecting student performance.
As an avid reader of studies that involve race in educational attainment, it feels evident as
it should to most empirical research authors who focus on racial bias, that all students regardless
of race share uneasiness in the classroom and school setting. If this study replaced the sample
population with White students who attended a predominantly Black school, some would feel
increased or decreased motivation based on the race of the teacher. Perceived educational
disparities may be a result of African American history in segregation. In the future, unequal
education due to race may not be a likely factor attributing to the success or failure of these
students. As time progresses there may be fewer teachers with preexisting viewpoints and they
can create an equal opportunity learning environment.
LaSonya Shelby
EDFN 7314
Article Critique #4