Assessing teacher and parent support as moderators in the relationship between black high school students' academic achievement and socioeconomic status

Author

Natasha Little-Harrison, University at Albany, State University of New YorkFollow

Date of Award

1-1-2011

Language

English

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Program

School Psychology

Content Description

1 online resource (xiii, 162 pages) : illustrations

Dissertation/Thesis Chair

Amanda Nickerson

Committee Members

Marcia Sutherland, Robert McMorris

Keywords

Black high school students, Black students and academic achievement, Parent and Teacher Support, Socioeconomic status and academic achievement, African American high school students, Academic achievement, Teacher-student relationships, Parent-teacher relationships

Subject Categories

African American Studies | Educational Psychology | Psychology

Abstract

ABSTRACT

Recommended Citation

Little-Harrison, Natasha, "Assessing teacher and parent support as moderators in the relationship between black high school students' academic achievement and socioeconomic status" (2011). Legacy Theses & Dissertations (2009 - 2024). 388.
https://scholarsarchive.library.albany.edu/legacy-etd/388