Fifth to Ninth Grade Students Attitude Toward Education via Lotus of Control

Abstract

This research study sought to ascertain any levels of difference, perceived and/or experienced, between boys and girls in the fifth to ninth grade in Title One Schools. Fifth to ninth grade boys and girls were queried based on their lotus of control, and as a result of the growing numbers of high school dropouts for both boys and girls. It was discovered that there are significant differences in attitude in the academic environment for seventh to ninth grade girls over boys in Title One Schools in specific areas. This research supports prior research and the contention that an in depth approach, inclusive of school administrators, parents, family dynamics, and the students need to be made in the area of academic education preceding and including the high school levels.

Participants

A random sample of 202 fifth to ninth grade students in nine different Title One Schools in Aldine and Houston ISD were selected (inclusive of school administrators and parents) to participate in this study inquiring into the student’s attitude about his/her education via lotus of control. While permission was received from both school districts and thirteen (13) specific schools within those districts; eight school principals opted to disallow their student’s participation. The remaining schools included ninety eight (98) middle school parents who refused to sign the parent permission slip allowing their child permission to participate in the study. Students participating in church activities compile the seven additional school districts, where students were randomly selected to participate in the survey. As a result of the differing variances, the overall sample included a varied group of 110 girls and 92 boys in fifth to ninth grade in Title One Schools in the Houston and the surrounding areas.

Discussion

The first hypothesis tested whether there was a significant difference between the scores on the VLCS of fifth grade girls and fifth grade boys in Title One Schools. There was no significant difference between the group means for this grade level. This was, however, the only grade level where the mean score for boys (73.9667) was higher than the mean score for girls (73.3200). These results contradict prior research of McEachern et al., (2008) that states terms like emotional abuse, psychological abuse, emotional neglect or mental injury have long been used by parents of students appearing traumatized by his/her educational experience.

This grade level, in contrast, showed the greatest level and willingness of participation. Acceptance and eagerness for participation also existed in school administrators and the parents.

A future area of contention may result from the individual responses for boys against girls for statement number seven: Its no good planning for next year because anything can happen. The boy’s level of agreeability totaled: 17 of 29, with 8 agreeing, and 9 totally agreeing. The girl’s responses for the same statement totaled 15 of 24 disagreeing, with 5 disagreeing and 10 totally disagreeing.

RESPONSE

The second hypothesis tested whether there was a significant difference between the scores on the VLCS of sixth grade girls and sixth grade boys in Title One Schools. There was no significant difference between the group means. This was the first level the mean difference score for girls (75.4615) surpassed the mean difference score for boys (74.5000). The results for this grade level agree with the prior research of Koth et al., (2008) who argue that a multi-dimensional approach of all the dynamics affecting a student’s perception about his/her education must be thoroughly examined, which is inclusive of: the overall atmosphere of the school; the prevalent disposition of the teachers; and the student’s ability to trust the school administrators, counselors and/or principals.

An area of concern for this grade level was in response to statement seventeen: Being able to do well in school is either something you’re good at or not. The girl’s level of disagree-ability totaled: 15 of 29, with 7 disagreeing, and 8 totally disagreeing. The boy’s responses for the same statement totaled 13 of 17 agreeing, with 8 agreeing and 5 totally agreeing.

The timeline for in-school research is a constant battle for time with the district’s mandatory testing dates. When something as simple as obtaining parental permission to conduct the survey is delayed (by two months-as was the case with this grade level) parental participation may be an area in need of serious analysis or review for future research.

RESPONSE

The third hypothesis tested whether there was a significant difference between the scores on the VLCS of seventh grade girls and seventh grade boys in Title One Schools. There was a significant difference between the group mean scores for this audience. The mean difference score for girls was 77.2941 and the mean difference score for boys was 72.5625. This research concurs with the research previously initiated by Guay et al., (2008) who examined the effects of the school environment from the viewpoint of educators, administrative policy makers, and the varying intricacies from any number of family dynamics.

The girls appeared more excited and interested in life advancement through education than their male counterparts. The seventh grade girls were, in fact, the most vocal about significant areas of interest concerning her educational experiences and the affiliation to her desired future.

As with sixth grade students, parental involvement or participation was found to be a huge dilemma in the timely progression of this study.

The statement of concern for this group was in statement seven: Its no good planning for next year because anything can happen. The girl’s level of disagree-ability totaled: 11 of 16, with 6 disagreeing, and 5 totally disagreeing. The boy’s responses for the same statement totaled 15 of 16 agreeing, with 10 agreeing and 5 totally agreeing.

RESPONSE

The fourth hypothesis tested whether there was a significant difference between the scores on the VLCS of eighth grade girls and eighth grade boys in Title One Schools. There was a significant difference between the group means for this audience. The mean score difference for girls was 79.8235 and the mean score difference for boys was 71.8750. This research concurs with the previous research of Caparara et al., (2008) who examined regulated learning from the standpoint of evaluating the role of student efficacy and self determination to establish which factors contributed to reduced levels of academic achievement exhibited in some students.

This group was extremely forthright with concern about their educational experience, but the boys appeared to have a moderate life view when compared with that of their female counterparts.

The statement of concern for this group was statement seventeen: Being able to do well in school is either something you’re good or not. The girl’s level of agreeability totaled: 9 of 15, with 5 agreeing, and 4 totally agreeing. The boy’s responses for the same statement totaled 11 of 16 disagreeing, with 9 disagreeing and 2 totally disagreeing. Parent participation was found to be a grave area of concern for this grade level as well.

RESPONSE

The fifth hypothesis tested whether there was a significant difference between the scores on the VLCS of ninth grade girls and ninth grade boys in Title One Schools. There was a significant difference between the group means for this audience. The mean score for girls was 78.1176 and the mean score for boys was 72.2500. This research agrees with Konings et al., (2008) which suggests an extinction of the present generic “one model of education for all students”.

The statement of concern for this group was in statement thirteen: Its pure coincidence when you do well in school. The girl’s level of disagree-ability totaled: 11 of 20, with 2 disagreeing, and 9 totally disagreeing. The boy’s responses for the same statement totaled 13 of 20 agreeing, with 11 agreeing and 2 totally agreeing. It appears that several dynamics are affecting the educational experiences held by boys over or against that of girls in the same academic learning environment.

RESPONSE

The next five charts show the breakdown of the research projects group statistics. If you look in the first box identified as Group Statistics, immediately under that title you should find each grade level (fifth to ninth grade students).

The third row box titled t test Equality of Means, and the box identified as (Sig. 2-tailed), relays whether or not there was a significant difference in the attitude of boys and girls for this research project.

The three grade levels that show a significant difference have been circled for your identification and comprehension.

We Welcome Your Participation & Assistance!

College and University Professors Perception of Incoming Students

Abstract

This research study sought to ascertain the perception of college and university professors and the students they are responsible for extending higher levels of education upon entrance into college. The query was specifically made for freshman college students because the freshman experience can dictate the continued success level for the student. If students are confident they will succeed in college upon arriving to college (based on the degrees of previous instruction given), this increases the likelihood of this student embracing the ideology of not only completing college but his or her dreams for the future. Since all education is supposed to lead to preparation for advanced education, in the midst of students who may be ill-prepared for professors using the adult learning model; this researcher wanted an idea of the professors perception of the freshman student’s shortcomings to better prepare students for advanced education upon reaching that level. The results show that college and university professors believe many students are devoid of the knowledge needed to excel in some areas of advanced education and are in need of assistance in other areas of academia and sociability upon reaching college.

Participants

A random sample of 75 college and university professors completed a survey discussing their perception of incoming college students in specific areas of academia and sociability. College and university professors were surveyed from 10 different colleges and universities throughout the United States. As a result of the founders previous position of Education Chair for the Women’s Council of Houston Real Estate Association, and Love In Abundance students presently in college; the assistance was requested from several previous students to assist in extending the survey to their college and university professors. The professor’s specific area of instruction includes the following fields: Psychology, Sociology, Communications, History, several variations of Engineers, Nursing, Music, Christianity, Criminal Justice, Math, Art, and English; and the professor’s experience educating in the collegiate arena range from 1 year to 45 years.

Discussion

The results arrived in two separate envelops, one containing the consent form signed by the college or university professor and one containing the actual survey, which followed the instructions given. Upon analysis of all completed surveys, the received surveys show the professors overwhelmingly believe many students are ill-prepared in the following six (6) critical life attributes:

• Written Communication,
• Critical Thinking Skills,
• Time Management,
• Reading Aptitude,
• Decision Making Ability, and
• Taking Personal Responsibility,

This should inform any aspiring student that the work in school currently carried out leads to the college or university professor’s perception of the incoming student. This should also inform the future college or university student that in making the choice to master the areas deemed critical needs by the professors enhances the student’s ability to be viewed as an asset to their desired college or university. When colleges or universities view students as an asset to their establishment; their willingness to reward that student via a scholarship increases. These deficits outline much of the work in “College Must Begin in 8th Grade™ Pre-College Planner” that will be introduced as a Cover Design Contest Fundraiser, presented as a mutual fundraiser.

RESPONSE

RESPONSE

RESPONSE

RESPONSE

Problem	Project Goal	Related Objective	Activity
Personal Responsibility	Introduce the boundaries affiliated with the wonderful option of choice!	Assist students in the discovery of their Truth, because this will guide future actions, reactions, and decisions	Who Am I? In/Out of Control Their Lies vs. Your Truths Scenarios Weekly/Monthly Summations Always Remember to Value You How’s Your “You” Time?

.

RESPONSE

RESPONSE

• Repertoires of Greatness
• Business & Social Etiquette
• Job Opportunities & Careers
• Cell Phones & Emails
• Internships
• Personal Boundary Expansion Activities

The Influence of Dr. Pierre Bourdieu’s Sociological Perspective Capitals

in the lives of Successful African American Female Executives

A Case Study: The Influence of Pierre Dr. Bourdieu’s Capitals in the Lives of
Successful Female Executives

This proposal sought to address the path of the successful female executive who excelled beyond the glass ceiling. Bullard and Wright (1993) define a glass ceiling as the actual or perceived barrier or cap beyond which few women (or other previously excluded minorities) in public and private organizational structures are able to move. According to Bertrand and Hallock (1997), on average, women earned a little less than $900,000 in total compensation, compared to more than $1.3 million for the average male executive. Burress and Zucca (1999) contend that compensation differences may be explained by differences in human capital characteristics such as age and tenure within a particular job title. Though the current interviews are limited in number, they have been inclusive enough to establish a pattern that seems to demonstrate a connectedness between Dr. Bourdieu’s Capitals, the female’s past history, and her current success. This research, therefore, will consist of a two-fold case study with the first step seeking to evaluate the role of Dr. Bourdieu’s Capitals in the lives of female executives who excelled beyond the corporate glass ceiling. The second step will include a quest ascertaining whether the path of success included female executives circumventing or breaking the glass ceiling to reach her current position of success.

Participants

While this study originated with several female executives of five different nationalities, many became unemployed in the mist of the recent financial collapses. As a result, the study was limited to forty-two (42) questions and ten successful African American female executives. The purpose was redesigned to delve into each of Dr. Bourdieu’s Capital and its relationship to the lives of each successful African American female executive remaining, willing to continue the interviews. The objective was to measure the effectiveness and/or level of involvement of each of Dr. Bourdieu’s Capitals in the lives of each female executive and the results have proven to be quite amazing. Seven of the females interviewed have budgets that exceed 5 million dollars, and the final three have a budget exceeding 10 billion dollars. The female executives donated up to three hours per interview, and the information received has validated Dr. Bourdieu’s Capitals as the means to assist students currently struggling in the area of academia and proficient mastery of the often unspoken societal expectations.

Discussion

The results for each of Dr. Bourdieu’s Capitals (Social, Economic, Symbolic, and Cultural) will be revealed by specific responses given in the survey without mention of the executive’s name. The reason for exclusion of their names is the information needed is the connectivity to each of Dr. Bourdieu’s Capitals to the Female executives and not her name, position, or company. As I listened to the ladies describe Dr. Bourdieu’s Social Capital without realizing they were talking about Dr. Bourdieu’s Social Capital (one aspect of this Capital is networking); I found it difficult to hold back my excitement. Each lady wholeheartedly believes in and adheres to the necessity of continual networking that is exhibited in their life stories.

“Networking is crucial in any business capacity, but it is especially important in research. While many of the reports that talk about someone developing some cure for this disease, or when it has been said that this person is making great strides in that disease; many of the contributions in research begin with someone’s willingness to assist someone else in being able to eventually discover the cure to help hundreds of thousands of people live a better life as a result of a cure. In those instances where a cure has been sought for a long time debilitating disease like some of the areas of cancer; many researchers share information which eventually leads to the information you need to accomplish any goals you have established for your department or the diseases your researchers are working on”.

“Networking is extremely important, because I am not only responsible for my department, but every community center in our precinct. This means that I have to form relationships with other community leaders and organizations so that we can share expenses and events at times, instead of all the finances having to come from this department every time we get ready to do those things we need to do for our community or our department. Networking saves money; it incorporates the talents of others; and it allows you to form important relations”.

“Networking is pivotal in the nonprofit arena! When you are responsible for youth programs and organizations throughout the US, there is no way you can be everywhere you need to be doing everything you need to do. That means that you must take the time to formulate the right relationships with people aspiring to extend what you do, so that you and your audience are all able to benefit as a result of the collective help using the same agenda”.

In looking at the effects of Economic Capital in the lives of the female executives, I began an expedition into the discovery of when effective finances in the area of budgeting, saving, and giving as life norm adaptations actually originated. As a result of ninety five percent of the interviewees being women of color, it was discovered that this is the one area each executive was devoid of addressing effectively until a prior life lessons forced the issue or as a result of self discovery.

“When I was growing up, banks were not very friendly to people of color, so my parents used money orders. They would get their paychecks every week and cash them and purchase money orders to pay their bills. But I saw a lady in a bank (a teller) when I was younger and I fell in love with the job because of her blue outfit. In that moment I knew I wanted to work in banking, so when I had the opportunity several years later, (and after being interviewed for the position three times and almost six months before I was called and told I had gotten the position), I decided that before I even began the position that it was either going to make me or break me in the banking industry. I learned the banking industry from the ground up and I made plenty of mistakes in the beginning when it came to personal budgeting. But I believe in learning everything I can when given an assignment, and I learned how to handle my finances to live the life I wanted and not one caused by my refusal to budget my money. And after more than 25 years in banking, I’m still here”.

“I learned the importance of credit and budgeting when I married my daughter’s father right out of college and we wanted to buy a house. In college, because I did not understand budgeting; I was given credit cards galore and I used them to the max. Credit card companies made it appear that if you do this you can have this, and I bounced checks all over the place and my sister would just go and put money in my account. I messed my credit up so horribly that by the time my ex husband and I got married; no one wanted to loan us anything. That’s when I realized how poor budgeting can really affect your life. Now that I am the CEO of my own company, I run my business by the numbers, which means that every decision is made by the numbers. The decisions about where we are going to spend the money; the decisions about employees; who’s working out and who’s not is all based on the numbers. This removes my personality out of any decision and places the decision based on the money available.”

“I didn’t learn about money until my first job at a daycare at fifteen years old. I lied and said I was sixteen so I could get a job because I wanted to have my own money. I would go to school at 7:00a until 11:00a, and then I went to work. With my first check I opened my own bank account, even though my parents didn't really believe in banks. My parents cashed their checks and paid their bills and that was it for them, but I knew that that was not really the right way to do it. I didn't really think of it as budgeting or saving, per se. I just knew that I wanted a bank account and I was excited about that. I began in banking as a teller and from there, I became a Customer Service Manager; an Office Manager; a Branch Manager; a Lender; an Officer of the Bank; and then I moved into the community. It was through that first position in the community that formed my niche in being able to help people with the greatest need from someone who had a heart to want to really help them. I began teaching how to have a bank account and the responsibilities attached to having a bank account. Working in that capacity really allowed me to partner with a lot of different companies, nonprofits, corporations and agencies that really wanted to help in the community.”

Symbolic Capital then presents the idea that a willingness to patronize the clubs and organizations affiliated with your career choice increases opportunities available only through the club or organization affiliations. Every organization affiliated with a career exists to provide the tools for that field via immediate access for their members. The organizations affiliated with any career has information addressing everything from what the differing positions actually entail to the newest career positions available in that field. There are many opportunities for successful careers that originate from organizations to their paid members. The idea of introducing Symbolic Capital to students teaches them how to provide themselves insight into higher opportunities available within their chosen career. This study sought to discover the level of involvement of Symbolic Capital in the lives of each successful female executive enroute to becoming a successful female executive.

“While I used to be very active in the National Association of Black Accountants (NABA); I am not very active in it anymore. But being a member of the NABA is how I came to _______ in the first place. The organization was contacted regarding my position and I was hired because I was in the right state at the right time. Before referring anyone to a job or contacting anyone about a job the NABA has been made aware of, the organization makes sure that the member is an active, paid member of the organization. Once that is verified, paid members are contacted about new positions in their field first. Yes, I had gone to college and was educated in my career field, but it was my paid affiliation with the NABA that actually created my ability to live the life I came to enjoy”.

“I was volunteering as a member of a real estate organization because I wanted to be a part of the solutions for the challenges I saw within the organization. It appeared to me that the higher you go in the organizations established to help realtors, brokers, and others in real estate; the deeper the problems of “I want to be in charge” seemed to be. Many of the leaders seemed to have forgotten that the entire purpose of the real estate industry and a large part of what I do is serve others; so I began offering my services to help change some of the internal bickering”.

“I’m a paid member in a lot of different organizations because the information you receive is awesome. It doesn't mean that I’m very active in every one of the organizations, but the access to the information is very important. I have to be a student of whatever it is that I do, and the professional organizations give all that information with my paid membership and I suck it all in.”

Finally, by order of significance and acceptance, Cultural Capital intensely affects the external picture held by those who view it prior to making the decision of whether or not extensions should be made or if extractions are necessary. For the female executives, the character and appearance of the company and the direction of the office environment is pivotal for every single executive. Cultural Capital denotes the character of an organization and the persons affiliated with that organization prior to one word being spoken from anyone within that organization. For example, if a business is established as an advertising agency, the Cultural Capital of that agency denotes that the business environment would be pristine and professional, as well as traditional and contemporary. It also means that each employee understands that he or she is a reflection of said business, which comes with the responsibility of being adorned in professional attire during business hours or events. If a new customer walked in and the environment was not professional, that company may loose some potential clients. When each lady was asked how character is established for their company or organization, each had a different, but consistent model for establishing the status quo expected for their office environment.

“My mother always told me that every person has their own agenda. And sometimes, their agenda is going to conflict with my own. But the way to assure everyone the right to their agenda or life path is to establish a set of rules that are in place for the guidance of everyone, because this reduces their ability to say you are playing the favoritism game or you have a personal quandary against them. A rule is a rule is a rule is a rule; and the person uncomfortable with rules will not be comfortable with anything I am affiliated with; especially if I am in charge of the company or organizations ability to go forward. Therefore, I lay down the rules to remain gainfully employed and everyone has to sign acknowledging they have received them. If a problem should arise after that from a rule clearly stated and signed, there is a conversation to address the issue. If the problem persists, this person is telling me that they are not comfortable working here and I allow them to have their way.”

“Having an unmovable value system allows you to dictate your pattern for career direction. It is important that each woman knows herself well enough that she does not lower herself in the area of her standards or value system for anything or anyone. A woman has to be competent enough in her own mind that she does not allow anything to alter the path she has decided is right for her. Because once you begin to devalue who you are by allowing others to define what is right or appropriate for you; the word will go out that your character can be redirected dependent upon its a specific set of allowances or circumstances. When this knowledge is passed on to others in your industry, and it will pass on; you will be the person to have allowed some person you do not even know an opening to attempt to buck the system and follow in your path of devaluing yourself and they will devalue you also. As a female executive in this country, you have to establish your agenda from the beginning and always denote a character that is immovable.”

“I think you have to be a person of integrity and character because you are going to be challenged. Being a woman in a leadership position over men means someone, at some point is going to challenge you. In the event that you fail that challenge; you are giving someone something to rain over you so I use my father as a means to keep my character straight. My dad was very active in the Civil Rights Movement and party to a lot of different organizations. As a result, every spring was convention season and my dad would take us out of school and we went, as a family, to the different conventions for a week. My father took his family whenever he traveled because he was a pastor and sometimes people watch pastors expecting them to do wrong. I later came to know that my dad always took his family with him because he could not afford for his character to be challenged. That was a huge lesson for me. In my own life and business, I make sure I have carried myself in alignment with my character and I know I don’t have to worry about anything.”

The Late, Esteemed Sociologists Dr. Pierre Dr. Bourdieu’s Capitals

Societal Impact of each Capital

The Influence of each Capital in the lives of the studied African American Female Executives

Social Capital Friends and associates made and the ability of those associations to propel opportunities toward or deter opportunities away from students. Each executive was guided by parents about right friends and associates and who those friends could be because of their ability to alter the course of her future.

Symbolic Capital Provides insight into the significance of club and organization affiliations to life and career advancement Each executive was exposed to the importance of clubs and organizations for skill building and the opportunities available through becoming diverse.

Economic Capital Introduces the significance of budgeting, saving, and giving as a life norm to assure life fulfillment and financial security None of the executives were introduced to finance through banking or savings institutions as their parents were barred from these affiliations. The executives learned in college the detriment sure to include defeat when there is no constantly updated financial plan to guide all financial transactions.

Cultural Capital Reveals how a slothful academic interest affects an individual’s ability to effectively communicate points of expressions, choice of diction, external presentation, and every other aspect connected to who that person is and what opportunities should or should not be extended to them. Each executive was forced to excel in education because their parents knew it was the only way to assure absolute success according to their daughter’s standards above and beyond racism and discrimination that was still rampant.

Social Capital
Problem

Project Goal

Related Objective

Activity
Students have no comprehension of effective friends. Provide the tools for students to evaluate for self the power of friendships while expanding their knowledge of the boundaries within right friendships, and the ability to affect present outcome and future income. Make the connection of positive friends and desired opportunities

Positive vs. Negative Friendships

Choosing a Career based on Favorite Subjects

Skill Building Activities

Mastering Persuasive Conversation instead of using Personal Commentary

Familiar Networking

Internships

Monthly Summation of each Capital, etc.

Economic Capital

Problem

Project Goal

Related Objective

Activity
Students have a dysfunctional relationship with money and its actual capabilities Teach effective finances via budgeting, saving, giving, as life norm adaptations Aide students in being excited about saving consistently over time, while training students to the ideology of paying self first

National Endowment of Financial Education (NEFE) Five Steps to an Effective Financial Goal Plan
LIA’s Grade Level Savings Plan
Increase Lexicon

Symbolic Capital

Problem

Project Goal

Related Objective

Activity
Students have no valid concept of the effect of club &/or organization affiliations. Introduce club affiliations based on desired career (this enhances longevity in designated club, public speaking, and skill building). Fill student’s time with constructive instead of destructive activities, networking and the like.

Community Service (Mary Allen Historical & Cultural Arts Museum)
Leader/Follower Activities
Their Lies vs. Your Truths Scenarios
Increase Lexicon

Cultural Capital
Problem

Project Goal

Related Objective

Activity
Students place too much credence on independent desires above the mandated societal expectations. Aide students in evaluating the effects of Cultural Capital. Teach students the significance of business and social etiquette if the desire is to obtain and maintain long-term life advancement.

Connect mastering education to future life fulfillment
Core Class Comparisons to Howard University Freshman Schedules
Careers are introduced based on subject matter or area of interest
Who Am I? Increase Lexicon
Power of Choice Current Events
Personal Commentary vs. Persuasive Conversation “YOU” Time
Critical vs. Non-Critical Thinker

HOW CAN YOU HELP?

The listed amounts fund 1 facilitator and all materials and activities for a minimum of 25 students (annually with volunteers) – refer to program outline for specific activities per facilitator.

Monthly     Activity	Regular Program Activities	Fundraising Goals for Quarter
Effective     Writing	$5,800	$17,400
Social Capital	$5,800
Economic   Capital	$5,800
Symbolic   Capital	$5,800	$17,400
Listener Type	$5,800
Cultural Capital	$5,800
Self Talk	$6,800	$17,400
External View	$5,800
Manners &  Etiquette	$5,800
Capital         Investments	$5,800	$17,400
Social, History, Personal Boundary Expansion Trip	$25,000	$25,000

There is an entire chapter in the Resource Guide addressing the significance of adhering to the established social etiquette's for effective life advancement. I would be remiss in giving advice I do not live as my life norm, because children watch what we, as the adults before them, do far more than hearing what we say.

As a result, to say thank you seems so insignificant in relation to the difference your donations will make to the children (who will be the future if provided the tools for successful advancement or not). As such, and in an effort to relay a visual image of reward and reciprocity beyond a verbal thank you; this page exists just for you!