Search

The purpose of this quantitative study was to provide statistical evidence to support that if males take the Caribbean Certificate of Secondary Level Competence (CCSLC) mathematics examination before the Caribbean Secondary Education Certificate (CSEC) mathematics examination, they will have a statistically significantly higher average score than those who only take the CSEC mathematics examination. In addition, the study also proposed statistical evidence to support that if males take the CCSLC mathematics examination before the CSEC mathematics examination, there is a statistically insignificant difference between the average female and average male scores on the CSEC mathematics examination for those between 14 and 19 years old. With respect to research question one, the results indicated that male students who wrote the CCSLC mathematics examination before the CSEC mathematics examination received a statistically significantly higher mean score than their male counterparts who only took the CSEC mathematics examination. With respect to research question two, when compared to female students who wrote the CCSLC mathematics examination before taking the CSEC mathematics examination, the results indicated that the male students who wrote the CCSLC mathematics examination before the CSEC mathematics examination mean score was marginally higher than the female student. Although the male students' score was marginally higher than the female student, based on the two-sampled independent t-test, there was no statistically significant difference in mean scores.

This case study examines preservice teachers' cultural experiences with voice and how those experiences shape their professional philosophies and practice with student voice in the classroom. Four female preservice teachers with Caribbean heritage were selected from a convenience sample. Participants were interviewed twice. Artifacts included their pedagogical philosophy narratives and classroom observation transcripts. Data suggests that participants negotiate between their prior cultural experiences with voice and their aspirations for student voice in their classrooms. Without the opportunity, time, and support for reflection, however, teachers' prior cultural experiences may define what happens in their classrooms. Findings suggest that providing preservice teachers opportunities, time, and support to become aware of contradictions and negotiate these based on their aspirations was, indeed, very valuable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Many students at the Valley View Primary School (pseudonym) in the Caribbean are not performing according to numeracy and literacy standards on national tests. Administration and teachers wanted to know why changes to formative assessment practices are not increasing students' achievement levels. The purpose of this qualitative exploratory case study was to examine teachers' perspectives regarding the importance of formative assessments relating to their instructional practices and knowledge of formative assessments in this primary school. The study was guided by Xu and Brown's teacher assessment literacy in practice (TALiP). Nine participants were purposefully sampled. Research questions helped guide exploration regarding teachers' perspectives of formative assessment practices to support students' academic achievement in literacy and numeracy classes. Data were collected through semistructured interviews and document reviews regarding teachers' planning and assessment of instruction. Data were coded and analyzed using an inductive approach involving a priori, open, and pattern coding methods based on three constructs of TALiP, teachers' knowledge and conception of formative assessment, and teachers' assessment literacy in practice. Results indicated a gap in teachers' knowledge and application of formative assessments in classrooms. These findings led to an action plan to support teachers' formative assessment practices. This action plan can lead to effective social change in terms of increased self-efficacy and autonomy among teachers, higher student achievement, and school leaders who support teachers' professional growth and development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In a Western Caribbean country, the problem was the high rate of teacher turnover in rural secondary schools in Grades 7-11. The gap in practice was that it is not known what factors contribute to high secondary teacher turnover and what supports may be needed to address the high teacher attrition rate in secondary schools in the study district. The purpose of this qualitative study was to explore secondary teachers' perceptions of the factors contributing to teacher turnover and recommendations for reducing teacher turnover in a rural region of a country in the Caribbean. Using Maslow's hierarchy of needs theory as the conceptual framework, secondary teachers' perceptions and recommendations for reducing turnover were explored. For this basic qualitative design, data were collected using semistructured interviews of 10 purposefully sampled participants who met the criteria of being educators in Grades 7-11 and having knowledge of teacher turnover. Data analysis included using a priori and open coding to identify codes, categories, and themes. The following themes emerged as factors that make teachers leave their positions: (a) administrator, collegial support and support systems, including available resources; (b) safe and secure environment; (c) recognition and respect; (d) systemic classroom support and supportive administrator leadership; and (e) safe and secure environment. A white paper was created to inform stakeholders about teacher needs to cultivate teacher longevity in a Western Caribbean country. This study may contribute to positive social change by strengthening stakeholder understanding of factors influencing teacher attrition, and facilitating informed decision-making to address teacher longevity, thereby strengthening student instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The Suburban Boulevard Community College (SBCC), a pseudonym, has been experiencing a low persistence rate among first-year full-time students. Further, a gap in practice exists where college administrators at the SBCC were not assessing first-year students' level of college readiness as a likely predictor of low persistence. The study was grounded by two theoretical frameworks: Tinto's (1993) Theory of Student Departure and Conley's Readiness Model. This quantitative study aimed to determine if college readiness, as measured by Conley's Readiness mini quizzes, "Mindset," and "Self-Management," predicts first-year community college students' persistence as measured by their return for the second semester. Ninety-one (91) full-time first-year students completed a survey on Conley mini quizzes. The logistic regression model results showed statistical significance X2 (1) = 42.01, p < 0.001, meaning college readiness is a predictor of students' persistence. The Nagelkerke R2 = 0.553 indicates that 55% of the variation in students' persistence could be explained by their college readiness scores. Also, for every point increase in students' college readiness scores, the odd ratio is 1.29 times more likely that students will persist at college. The policy recommendations for addressing the local problem include creating a 'student-ready' environment. This is to be achieved through improving first-year orientation, academic support programs, faculty and student social integration, and continuous college readiness assessment along with frequent professional development training for faculty and staff. A positive social change is realized when more of SBCC students persist, graduate with credentials, find meaningful employment, and contribute to the local island's economy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study aimed to explore the pathways of political leadership among Caribbean women, focusing on their informal learning experiences through critical reflection. It aimed to identify the workplace learning experiences of women parliamentarians in the region, guided by the following research questions: (1) What common critical experiences inform the political careers of Caribbean women politicians? (Desired population: elected member of parliament); (2) What forms of informal learning did women parliamentarians in the Bahamas and Guyana undergo to achieve success?; and (3) What are the cultural nuances that helped to progress or hinder the political leadership development of women parliamentarians in the region? (Emphasis on colonialism and the patriarchy.) The research methodology was qualitative, employing a purposeful sampling strategy to select seven elected woman parliamentarians and one appointed woman parliamentarian for historical context. Their ages ranged from 30 to 80, with all but one holding elected parliamentary positions. The study's data were gathered through in-depth interviews with semi-structured questions, document analysis, and researcher's observations, employing a multiple case narrative analysis approach (Shkedi, 2005). This analysis illuminated three critical themes related to the informal learning experiences of these women parliamentarians in the Caribbean. The findings highlighted: (1) The significance of sponsorship and endorsement for women parliamentarians in the region; (2) The impact of cultural expectations on the practices of these women; and (3) The distinct challenges they face, including biases from all sides, internal political conflicts, and a metaphorical ceiling that hinders their progression. From its analysis, the study concluded that female parliamentarians in the Caribbean are unified by shared values and sacrifices that stem from a distinctly Caribbean cultural philosophy. It also emphasized the critical need for a Caribbean feminist political consciousness to tackle gender biases, opposition, resistance, and the complex political landscape. By weaving together Kolb's experiential learning theory and Marsick and Watkins' theory of informal learning with Caribbean feminist thought, this study proposes a comprehensive framework to understand adult learning within the Caribbean's unique cultural and gendered contexts. This integrated approach acknowledges the profound influence of the learning environment, advocating for an inclusive, reflective, and transformative learning journey. It reveals that for women in this study, navigating a political career in the Caribbean necessitates not just dedication and resilience but a deep understanding of cultural nuances. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem is that secondary school students within an education system in a small island Caribbean state are not performing at the required academic standard. The purpose of the study was to explore the perceptions of the Ministry of Education and Public Service Commission regarding the recruitment and selection of prospective principals with the leadership skills and knowledge necessary to positively impact student achievement within a local education system. The conceptual framework was guided by principles embedded in Dickinson's recruitment and selection model. The research question asked how the Ministry of Education and the Public Service Commission perceived the selection and recruitment of principals with the leadership skills and knowledge necessary to positively impact student achievement. A basic qualitative study using semistructured, open-ended questions from 10 participants was thematically analyzed. Three emergent themes were derived: (a) a need to build a well-defined and rigorous recruitment and selection process, (b) candidate development as a precursor to selection, and (c) fair assessment of candidates seeking the principalship. Participants in the research suggested the need for continuous training for those who recruit and select principals. Therefore, a key recommendation was a 4-day transformative professional development with a one-day yearly professional development, to train principal supervisors to develop a prospective principal core. The study has the potential to effect positive social change by informing policy concerning the way prospective principals are recruited and selected. It fills a gap in practice and research on how to recruit and select principals with the leadership skills and knowledge to improve student achievement within the education system under review or similar school systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Despite the positive outcomes associated with social-emotional Learning (SEL) programs, there is a need to address social and emotional competencies (SEC) development for international school leaders, which is crucial for nurturing healthy school climates and fostering positive social-emotional outcomes. The purpose of this study was to explore international school leaders' perceptions of their experience with their own SEC development and how SEC has supported SEL implementation in their respective schools. Mahfouz et al.'s (2019) prosocial leadership model served as the conceptual framework, which highlights the pivotal role of school leaders SEC in fostering successful social-emotional and academic outcomes within their school community. A qualitative descriptive case study design was used to explore the perceptions of 11 participants from international schools with a regular membership in the Tri-Association regions in Colombia, the Caribbean, Central America, and Mexico. Data collection methods included 11 virtual semistructured interviews, one synchronous focus group session, three asynchronous focus group sessions, and document analyses. Thematic analysis identified six key themes: (1) acknowledging the role in leaders' lives, (2) enhancing preparedness as leaders, (3) incorporating networking and external support, (4) influencing SEL initiatives, (5) highlighting challenges in SEL initiatives, and (6) prioritizing SEL initiatives through collaboration. The findings revealed that international school leaders recognized the importance of SEC development and the connection between well-being and successful SEL implementations. They emphasized the need for formal and informal PD opportunities incorporating networking and external support. The implications suggest tailoring leadership training programs to incorporate SEC development, integrating networking opportunities for mutual learning, embracing collaborative practices, and prioritizing the leader and staff's SEC development before focusing on students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

School culture affects all facets of teaching and learning. Starting from individual international teachers' perspectives and their accounts relating to school culture, new insights and perspectives on the problem of practice were gained. The research focused on answering the questions: What are teachers' experiences of school culture in international schools? What are teachers' perspectives on critical components in developing a positive school culture? What was helpful to teachers when experiencing the positive and negative aspects of a school culture? A qualitative narrative research methodology involved interviewing ten international teachers who taught in K-12 grade schools in Australia, Asia, the Middle East, Africa, the Caribbean, North and South America, and Europe. These international teachers' voices and stories were grouped into the dimensions of People, Places, Practices, and Philosophies. Over 20 stories from the participants were collected to find recurring themes. The international teachers evaluated their current and most recent experiences to find closure, heal, or advocate for change when faced with the negative aspects of a school culture in their current contexts. The participants confirmed the significance of the phenomenon of school culture offering their perspectives on the ways it could be improved. The three dominant themes emerged: Cultural Exchange, Belonging, and Resilience as a response to the individual research questions. The themes highlighted the important areas to address in international teacher education. The Hourglass Model for Mindful Reflections is the Artifact III as the product of this research. This Model allows pre-service and in-service teachers to reflect on their situations and personal contexts acknowledging their choices and actions, providing healing and catharsis. With this, the research attempts to 'restory' justice for international teachers. As school culture goes beyond the context of international schools, the research results could be extended to other schools' contexts worldwide. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

U.S. higher education accreditation is increasingly sought by international higher education institutions (HEIs) as a quality-assurance mechanism and as a way to improve competitiveness for mobile students in the twenty-first century. When U.S. higher education accreditation is implemented outside the United States, there is the potential for the neocolonization of international higher education systems, particularly those in the Global South, because of the unexamined assumptions that underpin the accreditation process. This study utilized postcolonial theory to investigate the implicit assumptions, positioning, and perspectives of U.S. higher education accreditors that operate in the Anglophone Caribbean region. Five U.S. accreditors participated in this qualitative, instrumental case study. Accreditation-agency staff members were interviewed and accreditor policy manuals were examined, and the data was analyzed using thematic network analysis. Thirteen findings emerged from the study, which led to the following conclusions: U.S. accreditors have the potential to enact Western hegemony, institutional isomorphism, and neocolonization on international higher education systems because of the U.S. higher education norms and practices that dominate the accreditation process; U.S. accreditors could be more transparent about evaluating international HEIs against U.S. norms and standards and their inability to evaluate international HEIs within their own national, cultural, educational, and financial contexts; U.S. accreditors overstate the risks and dangers when conducting accreditation outside the United States and largely ignore those within the United States, and accreditors should have policies in place to mitigate these dangers and risks irrespective of location; and accreditors could do more to become truly global in order to operate ethically outside the United States, such as understanding educational norms and standards in international contexts, soliciting increased representation from international HEIs on site visit teams and commissions (i.e., decision-making bodies), and forming inter-national accreditation agencies so that U.S. accreditors operate in cooperation rather than isolation outside the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explored the impact of professional development and administrative support on faculty and student motivation and engagement. This pragmatic exploratory mixed-method research employed a combination of quantitative and qualitative methods for data collection, using surveys and semi-structured interviews. The study's findings indicated that professional development is still the most popular instrument for skill delivery and upgrade; it doesn't sufficiently encourage or address the faculty's needs. However, it resulted in the increased use of the hybrid digital instruction model and instructor-student communication and feedback. While participants did increase their use of more student-centered teaching strategies and skills after professional development, there was a decline in the faculty's motivation. In addition, faculty indicated an interest in continuous support such as web training, peer community, and best practices, available in a flexible online environment. While administrative support components such as policy, technological infrastructure, technical support, and professional development are essential in maintaining the online learning education program, technical support was identified as the lead factor responsible for student motivation and performance. As online distance learning enrollment in Higher education continues to increase globally, more effective avenues of professional development are needed to motivate faculty and keep them current with the skills.

This research looked at Higher Education Leaders' Perceptions of Persistence and Achievement of Afro Caribbean Immigrant Students. The research was qualitative and took a phenomenological, narrative approach. Sixteen administrators, across three campuses, one private for-profit and two public nonprofits were interviewed. The participants consisted of one President, one Senior Vice President, three Vice Presidents, one Assistant Vice President, three Deans, two Assistant Deans, two Directors, one Department Chair, and one Special Assistant to the President. The participants were also multiethnic, comprising eight Black leaders, five white leaders, two Latino leaders, and one Asian leader. The research found that leaders at private for-profit institutions along with some leaders at public nonprofits perceived differences between how Afro Caribbean students persist and achieve. These leaders perceived Afro Caribbean students as being high achievers, persisting and graduating in comparatively greater numbers than their African American counterparts. Leaders in the private institution perceived a reversed achievement gap between Afro Caribbean students and White students, where Afro Caribbean students persist and achieved at higher rates than White students. The findings of this research also challenged the dominant epistemologies of the Black students being under achievers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

While the academic scholarship has been focused on the theoretical understanding of "online learning readiness," there has been limited exploration for its practical application. This research study aims to spotlight a novel paradigm of scholarly-practitioner approaches dedicated to thoroughly examining online readiness by employing a mixed-methods methodology informed by two guiding theories: "connectionism theory," aligning with the nature of learning, and "self-directed learning theory," serving as the foundational framework for assessing online student competencies. The study engaged a total of 119 participants, all of whom were online students enrolled at an Open Campus of a Caribbean University. An explanatory sequential "mixed-method research design" was implemented to examine online readiness. The first phase involved distributing a modified pre-designed survey instrument to identify key factors influencing online readiness. The data collected was interrogated by both "exploratory and confirmatory factor analyses" which suggested a four-factor model comprising 15 manifest variables. The second phase involved conducting a focus group discussion with an additional nine students followed by interviews with a subsample of seven survey completers. Through coding and "thematic analysis" of the collected data, common themes emerged, including communication, technology, and self-directed learning. In light of these findings, the researcher, along with institutional researchers, proposed and reached a consensus on conducting an online readiness workshop as the selected change intervention for the third phase of "improvement science." As such, this process underscored the presence of a reciprocal collaboration, in terms of the researcher's positionality, toward recommendations and policy actions which were formulated for the Open Campus as well as identified directions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Historically, teacher exams have been suspected of racial disparities and cultural bias. The National Council on Teacher Quality (NCTQ) report the first-time passing rate is 48%. While 75% of white applicants score a passing grade, a proficiency gap exists where only 38% of Black/African Americans pass. Foreign-born Black teachers are included in the subgroup of Black teachers despite their ethnic or cultural origins; yet there is limited knowledge about their experiences with the teacher licensure examination. The purpose of this hermeneutical phenomenological qualitative study was to understand the lived experiences of foreign-born teachers-of-color who identify as Black and explore their perceptions of factors and barriers to passing the teacher licensure exam the first time. Ten immigrant teachers-of-color who identify as Black or African American participated in this study. All of the teachers teach in either a regular public school or charter public school. The teachers represent three Caribbean countries and four African countries. Eight of the ten participants passed the teacher licensure exam on the first attempt. The two participants who did not pass on the first attempt attribute their challenges to language differences. Three themes were uncovered during data analysis: (1) Personal Responsibility and Accountability (2) Prior Educational Success and Attainment; and (3) Exam Preparation Strategies. The participants revealed the roles of intersectional factors such as language, immigration status, family, religion and culture with academic success. The participants attributed intrinsic and extrinsic factors such as attitude, finances, and proper preparation to their performance on the teacher licensure exam, factors that align with the tenets of Achievement Goal Theory. This study is significant to understanding the experiences of Black educators on the teacher licensure exam. By isolating the lived experiences of foreign-born Black teachers, this study illuminates a demographic whose experiences are oftentimes overlooked and enables more nuanced responses to improving the pass rate of Black teachers on the teacher licensure exam. Recommendations for practice and future research are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation retells the history of women's studies from a global perspective, challenging traditional U.S. and Eurocentric narratives about this emerging interdisciplinary field. Beginning with questions about why women's, gender, and sexuality studies has incited backlash across a range of cultural and geographic locations, this study draws on transnational feminist theory and higher education research to argue for a more broadly situated understanding of academic feminism. Chapter One describes the creation of a digital map featuring more than nine hundred women's studies degree programs and research centers in seventy countries. Using cartography software including ArcGIS and StoryMaps, this component offers a broader perspective on the field's distribution than has previously been documented in the scholarly literature, revealing new insights about how women's studies has grown and contracted as a result of shifting geopolitical trends. Chapter Two examines several examples of collaborative autobiographic writing to show how variously situated authors construct particular narratives about this field. Drawing on the concept of political grammar, this section demonstrates how edited collections about the founding of women's studies and articles about cross-border collaborations use credentializing and contextualizing discourse in contrast with ideas of development and colleagueship. Chapter Three discusses three international institutes that grew from the University of Maryland's Curriculum Transformation Project using archival research and oral histories. Involving academic feminist scholars from China, South Korea, the Caribbean, South Africa, Israel, and Hungary, this case study of international exchange demonstrates the complexity of enacting women's studies across difference. The dissertation concludes with recommendations for how practitioners in the United States might better enact ethical collaborative relationships with colleagues and institutions situated in other national, cultural, and linguistic contexts. Rather than viewing U.S. women's studies as a blueprint than can be exported and applied elsewhere, this study concludes by arguing for mutual accountability, centering connections across the Global South, and sharing resources as strategies for building effective coalitions that will nurture the field moving forward. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The study's problem was that despite implementable educational policies and procedures (P&Ps) in tertiary-level institutions, recruitment, enrollment, and student retention (RESR) continue to decline in the Caribbean Common Market Countries (CARICOM). The relevant, challenging concern is that CARICOM tertiary-level students at a higher risk of attrition are further challenged to find appropriate options to reenroll and complete their education. The purpose of this qualitative exploratory case study was to explore the perceptions of the board of directors, administration, faculty, and students about policies and educational procedures that hinder or enhance RESR in the CARICOM Countries. Research suggests a strong linkage exists between understanding college P&Ps and RESRs in Caribbean universities. The theoretical frameworks utilized for this study were attribution theory and social constructivism theory (Monteiro & Sibbald, 2020; Shaikh et al., 2020). This study attempts to answer four research questions with a qualitative methodology and an exploratory case study design. A qualitative methodology and exploratory case study design approach were selected to conduct this research because they reflect the quality of stakeholder perceptions and show how people in society construct ideas or concepts from experiences. The data was analyzed using the content analysis on NVivo thematic analysis to organize, analyze, and investigate for understanding and information from Zoom interviews of 15 research participants. The study results show board members, administration, faculty, and student perceptions of P&P that affect RESR. The research evidence supports the establishment of MOOCs, BLEMs, and GETTs as the critical component recommendation for practice at WITC, and for future research, MOOCs, and BLEMs are academic programs for enrolling students from CARICOM countries. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study examined the perceptions of Caribbean immigrant college students on the teacher-student relationship on engagement. The study was conducted at a community college located in the Mid-Atlantic region of the United States. The study focused on the lived experiences of these students who have had schooling in the Caribbean and the United States. The data was collected using a questionnaire and an interview. During the data analysis, five themes emerged. These themes were: support from faculty and peers, cultural awareness and appreciation, relationship building with faculty and students, meeting the academic needs of students, and experiences in the classroom. The study highlights the importance of the teacher-student relationship on the academic performance and resiliency of this sub-group of students within the United States educational system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative comparative study was to determine if and to what extent there was a statistically significant difference in the achievement of mathematics and English language arts (ELA) among male and female students who attended single-sex schools from those who attended mixed-sex schools in Caribbean countries. The theoretical foundation was the dimensions of gender achievement which focused on the Male-Female math and ELA gap, diving into which is more stereotypical and gender-favorable. The research questions asked if there were statistically significant differences in the achievement of male students and female students who attended all-male schools and all-female schools from male students and female students who attended mixed-sex schools, respectively, on the 2018 CSEC mathematics and ELA exam. In this study, data were analyzed using the Mann-Whitney U Test, a nonparametric test. There were statistically significant differences in the achievement of males attending all-male schools and males attending mixed-sex schools. There also were significant differences in the achievement of females attending all-female schools and females attending mixed-sex schools. Males and females in single sex performed better on the test in both subject areas. The study showed U(N[subscript male-only] = 83, N[subscript mixed-sex] = 83,) = 6014.000, z= -4.00, p<0.001 on the mathematics examination and U(N[subscript male-only] = 83, N[subscript mixed-sex] = 83,) = 6208.500, z= -3.01, p<0.001 on the ELA examination for male students who attended all-male and mixed-sex schools. The study showed U(N[subscript male-only] = 83, N[subscript mixed-sex] = 83,) = 5366.000, z= -5.21, p<0.001 on the mathematics examination and U(N[subscript male-only] = 83, N[subscript mixed-sex] = 83,) = 5820.000, z= .523, p<0.001 on the ELA examination for female students who attend all-female and mixed-sex schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]