Using a Structural Equation Model to Predict Math Achievement of African American Male High School Students

The issue of minority students' academic achievement has been widely investigated by education and sociology scholars. When compared to their peers from other ethnic groups, the achievement gap among African American male high school students in mathematics is the equivalent of two grade levels. However, current research does not exist on the combined influence of variables on achievement of this group. This quantitative study used structural equation modeling to examine the relationship among three constructs (positive student/teacher interaction; parental involvement; and, extracurricular activities) and to answer the question of how each of these variables collectively influence achievement in mathematics among African American male high school students. The theoretical framework of this study encompassed Bronfenbrenner's theory of ecological systems and Friere's theory of critical pedagogy. The results were measured by item responses of African American male high school students (n = 1,149) to survey questions of the High School Longitudinal Study 2009 database. The results indicated that the constructs do not have a collective impact on the academic achievement of African-American males. Rather, extracurricular activities can both negatively and positively impact academic achievement, teacher and student interactions impact academic achievement in small groups, and parental involvement increases academic achievement when parents are active within the school setting. The implications for the social change for African American male high school students exists not only with the educational gap but the social costs for the families, communities, and the economic impacts which transcends generations. The implications are important for educators, administrators, and parents who want to improve student's academic achievement.