Examining the Relationship Between Career Decision Self-efficacy, Ethnic Identity, and Academic Self-concept and Achievement of African American High School Students PDF Download
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Author: Patrice Sheri Robinson Bounds
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 129
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Book Description
The exploration of African American adolescents' career development has gained increasing attention in light of literature describing various barriers impacting their educational and career development and goals. Social Cognitive Career Theory (SCCT) was used as a theoretical framework to help shed light on the contextual factors that influence their career development. This study examined the relationship between career decision self-efficacy, ethnic identity, academic self-concept, and achievement of African American high school students. The sample consisted of African American high school students enrolled in Upward Bound programs. Through quantitative methods, this study adds to the career development literature by including ethnic identity, academic self-concept, and achievement as combined factors that may impact the career development of African American adolescents. Specifically, the results of this study assists teachers, administrators, parents, and school counselors with understanding career decision self-efficacy as it relates to ethnic identity, academic self-concept, achievement, and demographic variables. This study also provides implications for career counseling interventions in schools designed to assist with career development.
Author: Patrice Sheri Robinson Bounds
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 129
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Book Description
The exploration of African American adolescents' career development has gained increasing attention in light of literature describing various barriers impacting their educational and career development and goals. Social Cognitive Career Theory (SCCT) was used as a theoretical framework to help shed light on the contextual factors that influence their career development. This study examined the relationship between career decision self-efficacy, ethnic identity, academic self-concept, and achievement of African American high school students. The sample consisted of African American high school students enrolled in Upward Bound programs. Through quantitative methods, this study adds to the career development literature by including ethnic identity, academic self-concept, and achievement as combined factors that may impact the career development of African American adolescents. Specifically, the results of this study assists teachers, administrators, parents, and school counselors with understanding career decision self-efficacy as it relates to ethnic identity, academic self-concept, achievement, and demographic variables. This study also provides implications for career counseling interventions in schools designed to assist with career development.
Author: Frederick T.L. Leong
Publisher: Routledge
ISBN: 1317781511
Category : Psychology
Languages : en
Pages : 347
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Book Description
This volume presents the single most comprehensive source of knowledge on the career development of racial and ethnic minorities. In so doing, it serves as a resource to graduate students learning about career development and career counseling, counselors and psychologists providing career counseling to racial and ethnic minorities, and psychologists and counselors doing research on the career development of these diverse groups. In recognition of the value of both culture-specific and culture-general information about the vocational psychology of racial and ethnic minorities in the United States, the book has a dual focus. The first eight chapters are devoted to culture-specific information about career development and vocational behavior. The final two chapters synthesize and integrate the materials presented in the eight culture-specific chapters. The text has been divided into three sections. The first section focuses on career theory and research with racial and ethnic minorities. It consists of a review of the relevance and utility of various career theories and models from mainstream vocational psychology to our understanding of the vocational behavior and career development of racial and ethnic minorities -- African Americans, Hispanic Americans, Asian Americans, and American Indians. These chapters also summarize other theories from ethnic minority psychology that add to our understanding of minority career development. Finally, they review the existing empirical literature on the career development of these groups and provide a critique of this literature with recommendations for future research. The second section focuses on assessment and intervention with racial and ethnic minorities. The inclusion of the assessment dimension is very important because assessment is such a large and significant component of the career counseling process with these groups. The chapter authors offer guidelines and recommendations for providing career interventions with racial and ethnic minorities. In presenting these guidelines, they also address some of the cultural factors unique to each group that may serve either as facilitators or as inhibitors in the career counseling process. The third section includes commentaries, suggestions, reactions, and syntheses of the previous sections from scholars in the field of vocational psychology. These authors identify and examine the common principles, problems, and themes running across the chapters, and offer suggestions for advancing the field of racial and ethnic minority vocational psychology. This book will become both a valuable source of current information about the vocational psychology of racial and ethnic minorities as well as an inspiration for future research into the career development and vocational behavior of these culturally different individuals.
Author: Dwaine Turner PhD CRC
Publisher: Xlibris Corporation
ISBN: 1796031526
Category : Psychology
Languages : en
Pages : 103
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Book Description
My research focused on the relationship between career development and the different facets of racism that presents challenges in the world of academia. The social landscape of society was torn as a result of the deaths of Travon Martin, Mike Brown, Eric Grey and Eric Garner. Public opinion has varied on the causes of the deaths of many individuals in the African American community. As the author of this study I felt compelled to highlight the strength and perseverance of minorities in a college environment. Upon the completion of my study I realized that I was chronicling myself.
Author: Luis Alberto Jimenez-Camargo
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 59
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Book Description
The current literature appears to have mixed results as to how ethnic identity (EI) impacts academic achievement. This study attempts to clarify EI's role by proposing it as a potential mediator for the relationship between academic self-efficacy (ASE) and academic achievement as measured by grade point average (GPA) and Math, Reading, and English/Language Arts Criterion Referenced Competency Tests (CRCTs). School level socioeconomic status (SES) and ethnic composition are also analyzed in conjunction with the aforementioned variables to determine the degree to which they impact the potential mediating relationships. Exploratory analyses examining ASE as a mediator and both ASE and EI as moderators were also undertaken. Participants included 142 males and 137 females for a total of 279. Of these, 65.6% were African American (AA) 34.4% were Caucasian (EA). Results indicated that both ASE and EI statistically mediated the other respective variable's relation to GPA. With regard to the CRCTs, ASE mediated the relationship between EI and Reading while EI mediated the relationship between ASE and Math. No statistical moderation was found for either EI or ASE. Similarly, no moderation was found for either of the school level variables. Additionally, no significant differences between ethnicities were found for the relationships examined. The statistical mediation results are explained through their potential associations to specific intelligences. It is thought that ASE may be more closely related to verbal-linguistic intelligence (VLI), thus explaining its stronger association with reading; while EI is thought to be more closely associated with logical-mathematical intelligence (LMI), thus explaining its stronger association with math. Limitations, lack of significant moderation, and implications for future research are also discussed.
Author: Meliane Hackett
Publisher:
ISBN:
Category : African American high school students
Languages : en
Pages : 120
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Book Description
The purpose of this study was to determine if there is a relationship between racial-ethnic identity and academic motivation of African American high school students. African Americans have had a tumultuous history that has affected access to education. This study represents a significant contribution to educational research by extending the understanding of policy makers and curriculum developers to create meaningful curricula that support all students’ educational growth. A bivariate regression analysis was used to determine whether there is a significant relationship between African American students’ sense of connectedness, embedded achievement, awareness of racism, and academic motivation. The sample included 84 high school students enrolled in a southeastern Virginia high school; each participant completed the Racial/Ethnic Identity Scale and the Academic Motivation Scale. A bivariate correlation found a weak significant correlation between a sense of connectedness and academic motivation. There was no significant relationship between embedded achievement or awareness of racism and academic achievement. Recommendations for future research include examining participants’ socioeconomic status and conducting a qualitative study to examine racial/ethnic identity and academic motivation of different demographic populations. This study will help curriculum developers and policy makers support academic achievement of African American high school students.
Author: Martha Leonora Owre
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The study was designed to obtain information that would be of value to secondary school personnel who provide career counseling and guidance to high school students preparing for post-secondary education, training, and employment. The study attempted to determine if African-American, Anglo, and Hispanic students varied significantly on characteristics that could potentially inhibit career decision-making. The characteristics investigated included career indecision and self-efficacy. Participants included 74 sophomore and senior students from three rural high schools in South Central Texas. Two research questions were investigated to determine if there were significant differences among Anglo, African-American, and Hispanic students on measures of career indecision and self-efficacy. A third research question was investigated to determine if significant differences existed on measures of career indecision and self-efficacy by ethnicity, gender, and grade level, as well as for the interaction of ethnicity, gender, and grade level. A supplementary analysis of the three research questions was conducted including school as an independent variable. The Career Decision Scale and Career Decision Self-Efficacy Scale were administered to the participants and the data were analyzed with ANOVA and MANOVA statistical tests. No significant differences were obtained for the three research questions. When the school variable was included in the data analysis, significant main effects differences were found for grade level on self-efficacy and for school on career indecision. The combination of ethnic groups, genders, and grade levels indicated significant differences for the interaction of gender and grade level on self-efficacy and for the interaction of ethnicity and gender on self-efficacy. Middle to high levels of career indecision were reported by 90% of the seniors and 79% of all students in the study. The researcher recommended that career interventions would be valuable to sophomores and seniors in helping them prepare for post-secondary career choices.
Author: Brian Edward Harper
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
Abstract: The examination of a student's racial identity beliefs along with the extent to which being Black is a central part of his or her self-concept provides a novel, insightful approach to explicating the relationship between ethnic identity and academic achievement (Chavous, et. al., 2003). The implications of one's ethnicity are of particular interest to those who seek to understand the academic underperformance of African American adolescents relative to that of other ethnic groups. In an effort to further clarify the role of Black racial identity with respect to academic achievement, this study investigated racial centrality, public regard and private regard beliefs in relation to the attitudes and behaviors that inform academic achievement and the grade point average of African American high school students. A total of 289 public school students completed the Multidimensional Model of Black Identity, School Strategies Scale and an instrument on which they provided demographic data, socioeconomic status, frequency of parental involvement, academic and career aspirations, and academic values. Cluster analyses conducted on the three subscales of the MMBI replicated the four racial identity profile groups previously identified by Chavous et. al. (2003). Additionally, among the ninth grade students in this sample, Alienated students achieved significantly higher grade point averages than did Idealized students. Differences in the achievement levels of racial identity profile groups remained consistent across grade levels. Further, Idealized students reported more frequent instances of parental involvement than did students of other racial identity profile groups. No significant differences were found between racial identity profile groups with regard to number of parents in the home, race of the parents, socioeconomic status, academic and career aspirations, student values and self-regulatory strategy utilization. These results empirically support Fordham and Ogbu's (1988) hypothesis that a strong ethnic association relates negatively to academic achievement among African American students.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 408
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Book Description
AbstractIn the last two decades the demographic composition of the United States has witnessed extraordinary changes in the numbers of ethnic minorities, and no where is this more evident than in our nation's public school system. Due to this proliferation of changes in the demographics of our country, serious issues and concerns have been raised with regard to the mental health and academic achievement of school-age children from diverse ethnic backgrounds. The major purpose of the study was to examine the implications of the relationship of psychological well-being variables (life satisfaction, self-esteem and ethnic identity), mental health depression, and Intergroup interactional competence and academic achievement of school- age adolescents. In group assemblies of varying sizes, seven measures were explained to students to fill out either in school or at home and return to be collected. These measures have been previously utilized and have been found to have adequate reliability and validity (Crumly & Hyers, 2004). The reliability of all the measures was also assessed in this study and was found to have moderate to high range. The study utilized a total sample of 119 African American adolescents from low social economic status ranging in grades from ten through twelve. The findings indicated significant intercorrelations among some selected psychological variables and objective and self-reported measures of achievement. Gender differences were noted in the predictability of achievement of reading. The perceived caring, inter-group anxiety, and psychological sense of membership measures were found to be the best predictors of academic achievement. Implications of the study as well as recommendations for future research in this area are discussed.
Author: Brenda Pitts Haynes
Publisher:
ISBN:
Category :
Languages : en
Pages : 206
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Book Description
Author: Ethel T. Mayo-Booker
Publisher:
ISBN:
Category : African American high school students
Languages : en
Pages : 274
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Book Description
