Rationalization of the study problem
Gaps in the substantive information
Connecting the conversations to the audiences
The relationship between race and students? grades How does the relationship between race and students affect grades? Do interracial relationships and acculturation determine the students? grades? ? The need to have an understanding of the racial characteristics among the schools.
? Need to determine whether discrimination, racial phenotype, and acculturation affect student grades (Orozco & Lopez, 2015).
? A need to establish whether stress emanating from racial discrimination affects faculty productivity (Eagan Jr. & Garvey, 2015).
? A need to uncover unique interracial relationships and foster an understanding to find out how it affects students? grades (Kim, Park, & Koo, 2015).
? Evaluating the misinformation regarding students of color; there is consistent underperformance when students of color are compared to White students (Lapayese, Aldana, & Lara, 2014).
? Unraveling the effect of ethnicity, perceptions of gender, race, and class disparities in educational aftermaths among the students of color (B?cares & Priest, 2015) ? The need to ascertain whether challenges accrued from racial relationships among students affect their educational goals and objectives including the faculty grading.
? What racial characteristics do affect the students? grades; comparison of differences in races towards grade attainment. ? Finding out if the relationship existing between races affect the students? grades in varied educational institutions.
? Fostering the understanding of the impact of race on students? grades.
? Augmenting the relationships among the different races to bolster the students? grades.
? Fostering policy formulation to positively impact the students? grades among different races.
? To track the progression of education among different races in the US (Kena et al. 2016).
? Finding out the influence of race, ethnicity, gender, class, and color on the students? grades.
Citation: B?cares L, Priest N (2015) Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from an Intersectionality Approach. PLoS ONE 10(10): e0141363. doi:10.1371/journal.pone.0141363
Eagan Jr., M. K., & Garvey, J. C. (2015). Stressing Out: Connecting Race, Gender, and Stress with Faculty Productivity. Journal Of Higher Education, 86(6), 923-954.
Kena, G., Hussar W., McFarland J., de Brey C., Musu-Gillette, L., Wang, X., Zhang, J., Rathbun, A., WilkinsonFlicker, S., Diliberti M., Barmer, A., Bullock Mann, F., and Dunlop Velez, E. (2016). The Condition of Education 2016 (NCES 2016-144). U.S. Department of Education, National Center for Education Statistics. Washington, DC. Retrieved [date] from http://nces.ed.gov/pubsearch.
Kim, Y., Park, J., & Koo, K. (2015). Testing Self-Segregation: Multiple-Group Structural Modeling of College Students’ Interracial Friendship by Race. Research In Higher Education, 56(1), 57-77. doi:10.1007/s11162-014-9337-8
Lapayese, Y.V., Aldana, U.A., & Lara, E. (2014). A Racio-economic Analysis of Teach for America: Counterstories of TFA Teachers of Color.
Orozco, R., & L?pez, F. (2015). Impacts of Arizona?s SB 1070 on Mexican American students? stress, school attachment, and grades. Education Policy Analysis Archives, 23(42). http://dx.doi.org/10.14507/epaa.v23.1808