Potential Predictors of Academic Achievement for African-American Students at California State University, Fresno PDF Download
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Author: Henry Ifeanyi-Chukwu Oputa
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 278
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Book Description
Author: Henry Ifeanyi-Chukwu Oputa
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 278
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Book Description
Author: Odie J. Douglas
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 422
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Book Description
Author: La Toya Bianca Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 202
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Book Description
Author: Jarvis M. Watson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 496
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Book Description
Author: Hughlett O. Powell
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 159
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Book Description
Author: Angela L. Williams
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 258
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Book Description
The purpose of this study was to examine the psycho-social predictors for academic success of first-generation African-American college students attending a HBCU. Specifically, the study sought to determine if there was a difference between academically resilient and academically nonresilient first-generation African-American college students on related psycho-social constructs that included internal resilience and external protective factors. This study used Kumpfer's Transactional Model of Resilience, as a theoretical framework for understanding the factors which impact student success (Kumpfer, 1999). Three instruments were used to collect data: (a) the Resilience Scale (Wagnild & Young, 1993); (b) a 36-item Support Questionnaire (Lozada-Santone, 2001); and (c) a Demographics Questionnaire developed specifically for this study. A survey research design was used, in addition to correlational analysis. The accessible population and initial sample size included 621 first-generation African-American college students which consisted of male and female students who ranged in age from 18 to 34. The statistics analyzed and discussed were from the final sample of 195 first-generation African-American college students. The results of the present study suggested the following: participants in this study reported having high internal resilience and low external protective factors; correlational analyses revealed statistically significant negative correlations between internal resilience and external protective factors; there were no statistically significant relationships found between internal resilience and academic resilience; there were no statistically significant relationships found between external protective factors and academic resilience; and there were no statistically significant differences between academically resilient and academically nonresilient students. Concisely, this study contributed to the body of research in internal resilience and external protective factors by confirming the need to further investigate these concepts as they relate to first-generation African-American college students. It is vital for researchers interested in the academic success of first-generation college attendees to critically seek answers by scrutinizing variables that have been disregarded in the literature. -- Abstract.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 688
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Author: Endya Bentley Stewart
Publisher:
ISBN:
Category :
Languages : en
Pages : 272
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Book Description
Using data from the National Education Longitudinal Study of 1988 (NELS:88), path analytic procedures were performed to test an ecological model of the effects of family, individual and school characteristics on the academic achievement of African American students. A distinctive feature of this study is the inclusion of school computer use in the model. The study results show that several of the family influence variables directly or indirectly affected 12th grade academic achievement. Furthermore, most of the individual influence variables were directly related to 12th grade achievement. Two surprising findings from this study were the insignificant effects of family income and school computer use on 12th grade achievement. Overall, the findings support the notion that family, individual, and school characteristics are important predictors of academic success among African American students.
Author: Bobby Allen, Ed.D.
Publisher: Lulu.com
ISBN: 1312060026
Category : Education
Languages : en
Pages : 128
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Book Description
This mixed-methods study of 157 disadvantaged African-American students and six teachers investigated the effectiveness of an after-school tutoring program in improving students' grades. The reading, English language arts and mathematics grades of student participants were compared using independent t-tests and analysis of variance. The grades of participants were also compared to corresponding grades of non-participants. Results showed significant benefits in all areas. The author asserts that there exists a better way to educate African-American students and assure greater academic success.
Author: Chad David Sims
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 138
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Book Description
The academic achievement gap between African American males and their White American counterparts is one of the most researched phenomena in educational and political circles. Current research proposes academic efficacy, sense of school belonging, and racial identity are internal psychological processes which enhance the academic achievement of African American adolescent males, and thus contribute to the closing of this gap. However, very little research has focused on the relationships between these processes and adolescent African American males who attend majority White high schools in middle-sized cities. The purpose of this study was to explore the relationships between academic efficacy, sense of school belonging, and racial identity. More specifically, this research examined whether sense of school belonging and racial identity are predictors [AS1] of academic efficacy, and if perceived academic efficacy predicted positive academic achievement for African American males in high schools with small African American student populations. To achieve this purpose adolescent African American males who attend majority White high schools in middle-sized cities were surveyed and analyzed [AS2] using linear bivariate and multiple regression. The results indicated [AS3] sense of school belonging and racial attitudes which possess high racial salience had a significant relationship with academic efficacy. The results also indicated academic efficacy predicted positive academic achievement. Implications, limitations, and directions for future research were discussed.
