READ THE FOLLOWING 2 DISCUSSIONS 1 AND 2 AND RESPOND TO EACH LEARNER. CITE REFERENCES USING APA FORMAT.

Discussion 1-QUANTITATIVE TOOLS

This study examined relationships between racial socialization,racial discrimination, academic outcomes with a sample of 144 African American male teens.

Identify the instrument or instruments used to quantify the data, the level of measurement for each instrument, and the statistics used to analyze the data. To quantify data a Scale of measurement (coming up with a numeric value for the statement ) was used, for racial socialization. Hence the use of a Racial Socialization Questionnaire -Teen which consists of 26 items to measure five types of different racial socialization messages.

A Likert Interval Scale of measurement is the level of measurement. Additionally, Teens experiences with racial discrimination over the period of a year is measured with Racism and Life Experience Scales (RALES), using interval measurement, for example example the inclusion of the question ‘In the past year, how often have you been ignored, overlooked or not given service in a restaurant or store 0=never to 5 =once a week or more. Sociodemographic variables teens' self reported age, and educational attainment of their caregiver (high school or University graduate level), used ordinal measurement . Descriptive statistics and bivariate correlations (ANOVAs) (Leedy& Ormrod, 2014; Neblett,Chavous, Nguyên, & Sellers,2009).,

Identify and describe the constructs, variables, and operational definitions included in the research. Constructs are comprised of sub scales Racial pride, -primary caregivers ,parents emphasize Black Unity, teaching about heritage , instilling positive feelings towards Blacks , Egalitarian sub scale -interracial equality and coexistence are emphasized, Racial barriers sub scale, awareness of racial inequality,and coping strategies.

All of these constructs fall under Quantitative variables, such as: Racial Socialization Variable (Independent) as stated above, Academic Achievement Outcome Measures (dependent variables), and Sociodemographic variable which holds the constructs of longitudinal study at Time 1 participants' age, and parents/caregivers educational level of attainment (high school graduate up to doctoral degree) based on teens' report. Racism and Life Experiences Scales, Racial Socialization and Sociodemographic scales which produce participant scores are operational definitions (Leedy& Ormrod, 2014; Neblett,Chavous, Nguyên, & Sellers,2009;Trochim, 2006).

Describe the cognitive tool used to interpret the data. Possibilities include deductive logic, inductive reasoning, scientific method, or critical thinking. Deductive logic is used to interpret data, for example racial socialization was associated with academic persistence and performance. Predictions are also made that different kinds of racial socialization experiences have the power to improve education outcomes for African American boys, especially in light of their experiences with racial discrimination (Leedy& Ormrod, 2014; Neblett,Chavous, Nguyên, & Sellers,2009;Trochim, 2006).

.Discuss the usefulness of the operational definitions for the constructs in this study. How could they have been defined differently? Were the operational definitions sufficient to allow the researcher to answer the research question? Make sure to justify your answer.

Many of the constructs like racism, racial barriers, and racial socialization including messages of Black unity, are abstract, therefore operational definitions allows for scales of measurement and examination. To some extent it answered the questions although such a study is complex. For academic outcome, teachers' and parents opinions could have had scales of measurement to more sufficiently answer the research questions, and age of boys could have been examined. The reports came only from teen boys.

Explain the importance of operational definitions to scientific merit. It is important for construct validity of research, which is a part of scientific merit, so the operational definition which allows for scales must match construct and in turn able to address research questions (Leedy& Ormrod, 2014; Trochim, 2006).

.CamileSwapp

References

Leedy, Paul D., Jeanne Ormrod. Practical Research: Planning and Design, 11th Edition. Pearson Learning Solutions, 12/2014. VitalBook file.

Neblett,EnriqueW.,,Jr, Chavous, T. M., Nguyên, H.,X., & Sellers, R. M. (2009). "Say it loud-I'm black and I'm proud": Parents' messages about race, racial discrimination, and academic achievement in africanamerican boys. The Journal of Negro Education, 78(3), 246-259,362-363.

Trochim, W. M. K. (2006). Research Methods Knowledge Base.

Discussion 2 QUALITATIVE TOOLS

In the research Parental cultural attitudes and beliefs regarding young children and television (2013), the key concept of the research was to see if how a child's ethnicity and their beliefs about television are associated with each other.

The researchers wanted to see if children's media usage and ethnic assist each other. The researchers received their data from having parents of children with three to five years olds complete questionnaire surveys based on their demographic. The parents that were selected to fill out the questionnaires were from an academic practice network and two Metropolitan Seattle Pediatric clinics.

The data collection method was appropriated for the researchers to answer the research questions only if the participants were honest and they had a large variety of different ethnicities. "Of the 4805 families contacted and assessed for eligibility, 314 (7%) opted out, 2820 (59%) were unreachable by phone, 1054 (22%) declined to participate, and the remaining families were randomized to the control or intervention group.

A total of 617 families (13%) completed both the survey and 1-week media diary at baseline. The 596 children categorized by parent report of race/ethnicity as non-Hispanic white, African American, Asian American/Pacific Islander/Hawaiian, or multiracial were included in this analysis.

No additional data were available on the participants who opted out, were unreachable by phone, or declined to participate" (Njoroge et al., 2013). The data analysis the researchers used did help the researchers answer the research questions because the researcher were able to see what families were eligible to be a part of the study.