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Final Methodology Proposal and Preliminary Report
Chapter Introduction
Reparations in the form of educational assistance are a crucial step towards addressing historical injustices and promoting equality. Generations of marginalized communities, most especially Black Americans, have endured decades of systemic discrimination and unequal access to quality education. The nation can help rectify the deep-rooted disadvantages and barriers faced by these communities by providing reparations in the form of educational assistance, To this end, the purpose of this final methodology proposal was to provide proposed future research based on the preliminary findings that are discussed and reported below. The proposal and report are based upon the learning contract and all deliverables selected. As reported previously, the research issue of interest is a focus on reparations within Black communities in Chicago through educational reform. The research to date confirms that there is statistical data indicating that there is a positive correlation between the rate of Black student college attendance and college students financial hardships (Black College Graduates and the Student Debt Gap, 2019). As also reported previously, the guiding hypothesis for this preliminary report was that there is significant statistical data indicating there is a positive correlation between the rate of Black student college attendance and Black college student perpetuated financial hardships. Conversely, the null hypothesis was that there is no significant statistical data indicating a positive correlation between the rate of Black student college attendance and Black college student perpetuated financial hardships.
In addition, the study was guided by the following research questions:
Research Question (Q1): To what extent are Black high school students in Chicago more likely to have higher amounts of debt by pursuing higher education than non-Black students?
Research Question (Q2): To what extent does the perpetuated financial hardships of college debt impact the socio-economics of Black families?
The following datasets were used for this preliminary report:
Black Student Loan data from Chicagoland Universities; and,
Surveys of Black graduates from Chicagoland Universities.
The data is organized in a table format, with columns for each variable and rows for each observation. Measures of central tendency (mean, median) and measures of variability (standard deviation, range) were calculated for the relevant variables in the dataset.
Statistical Test
An ANOVA test was performed in order to determine if there is a significant difference in financial hardships between Black and non-Black college students. In addition, a correlation analysis was conducted to determine the strength and direction of the relationship between the rate of Black student college attendance and Black college student perpetuated financial hardships. For the preliminary report, the ANOVA test was used to determine if there is a significant difference in financial hardships between Black and non-Black college students. The correlation analysis determined the strength and direction of the relationship between the rate of Black student college attendance and Black college student perpetuated financial hardships.
Using the dataset of 30 units, of Black university students and non-Black university students in Chicago, the following variables were used:
Variable (1): The rate of Black student college attendance (categorical)
Variable (2): Black college student perpetuated financial hardships (continuous)
Given the sample of 30 Black university students in Chicago and non-Black university students in Chicago, and that the rate of Black student college attendance (categorical variable) and Black college student perpetuated financial hardships (continuous variable) for each student has been measured, it is possible to generate results for the ANOVA test.
An ANOVA test is used to compare means across multiple groups. It determines if there are statistically significant differences between the means of the groups and helps identify which specific group means differ from one another. The results that are set forth in Tables 1 and 2 and depicted graphically in Figures 1 and 2 below indicate that there is a significant difference in Black college student perpetuated financial hardships based on the rate of Black student college attendance (categorical variable). Further analysis using post-hoc tests (e.g., Tukey's HSD) can be performed to determine which specific groups differ significantly from each other.
Table 1
Black college student perpetuated financial hardships based on the rate of Black student college attendance
Student ID
Black Student College Attendance
Financial Hardships
1
Yes
3
2
No
1
3
Yes
2
4
Yes
4
5
No
0
6
Yes
1
7
Yes
2
8
Yes
4
9
No
0
10
Yes
3
11
Yes
4
12
No
2
13
Yes
3
14
No
1
15
Yes
2
16
Yes
3
17
No
0
18
Yes
1
19
Yes
4
20
No
1
21
Yes
2
22
No
0
23
Yes
3
24
Yes
4
25
No
2
26
Yes
1
27
Yes
2
28
Yes
3
29
No
0
30
Yes
4
By creating a frequency table or bar graph to organize the data, it is possible to show the number of students in each category of Black student college attendance and financial hardships as shown in Tables 2 and 3 and depicted in Figures 3 and 4 below.
Table 2
Black Student College Attendance
Black Student College Attendance
Frequency
Yes
23
No
7
Table 3
Black Student Financial Hardships
Financial Hardships
Frequency
0
4
1
4
2
6
3
7
4
9
Figure 3. Frequency of Black Student College Attendance
Figure 4. Black Student Financial Hardships
Financial Hardships
In order to calculate the relevant descriptive statistics for the above statistics, the first step was...…perceptions, and narratives of Black college students concerning their financial hardships (Helgy et al., 2020). These types of qualitative studies can provide in-depth understanding of the underlying factors, coping strategies, and potential solutions from the perspective of those Black college students who are most drectly affected (Dubuque-Gallo et al., 2022). In some cases, focus groups are used to develop an improved understanding of the lived experiences of individuals prior to conducting interviews in order to formulate more relevant, appropriate lines of questioning (Bruinsma et al., 2022). In addition, qualitative comparative analyses can be used to compare the lived experiences of Black college students with those of other racial or ethnic groups to understand the unique factors that contribute to financial hardships within the Black community. Identify similarities and differences in financial support systems, social networks, and institutional support across different racial or ethnic groups (James et al., 2022).
Beyond the foregoing, an analysis of the intersectionality of financial hardships with other dimensions of identity, such as gender, socioeconomic status, and ethnicity could generate useful findings that support the use of reparations in the form of educational initiatives (Warner & Shields, 2016). This type of intersectionality research could examine the manner in which various social identities interact and contribute to the experiences of financial challenges that are commonly experienced by Black college students. Moreover, future studies that employ intersectionality research may identify important factors that might otherwise go undetected by researchers (Kuo et al., 2020). In other words, this type of research could help develop a better understanding concerning the challenges that are routinely encountered by different subgroups within the Black student population.
Finally, an analysis of educational institution, financial aid system, and government program policies and practices can also be used to identify systemic barriers that exacerbate financial hardships among Black college students (Price & Lincoln, 2018). This type of research should evaluate the effects of changes in policy or the implementation of initiatives that are designed to reduce financial disparities and improve access to resources for Black college students in the United States (Price & Lincoln, 2018). In sum, these future research directions can contribute to a better understanding of the challenges faced by Black college students regarding financial hardships and inform the development of strategies, policies, and support systems to address…
References
Black College Graduates and the Student Debt Gap. (2019). White House Initiative on Educational Excellence for African Americans. Retrieved from https://sites.ed.gov/ whblackeducation/files/2016/11/Black-College-Graduates-and-the-Student-Debt-Gap.pdf.
Bruinsma, J., Peetoom, K., Bakker, C., Boots, L., Verhey, F., & de Vugt, M. (2022). “They simply do not understand”: a focus group study exploring the lived experiences of family caregivers of people with frontotemporal dementia. Aging & Mental Health, 26(2), 277–285.
Dubuque-Gallo, C., Kurz, B., Becker, J., Fendrich, M., & Vanderploeg, J. (2022). Providers’ Perspectives on Implementing Mobile Crisis Services for Children and Youth in Connecticut. Child & Youth Care Forum, 51(6), 1133–1154.
Helgøy, K. V., Smeby, J.-C., Bonsaksen, T., & Rydland Olsen, N. (2020). Research-based occupational therapy education: An exploration of students’ and faculty members’ experiences and perceptions. PloS One, 15(12), e0243544.
Kuo, Y.-L., Casillas, A., Walton, K. E., Way, J. D., & Moore, J. L. (2020). The intersectionality of race/ethnicity and socioeconomic status on social and emotional skills. Journal of Research in Personality, 84, 3-15.
Price, D. V., & Lincoln, C. (2018). Improving the Financial Security of Low-Income Students to Improve College Completion. Proceedings from a National Convening to Identify Core Principles for Designing and Scaling Integrated and Systemic Strategies That Address This National Challenge. In Achieving the Dream.
Robertson, J. M., & Kingsley, B. E. (2015). Teaching Research Methods to Encourage the Transition from “Reluctant Scientist” to Psychologist: A Longitudinal Study. Psychology Teaching Review, 21(1), 44–55.
Warner, L., & Shields, S. (2016). The Intersections of Sexuality, Gender, and Race: Identity Research at the Crossroads. Sex Roles, 68(11–12), 803–810.
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