Predictors of Academic Achievement for African American Males at a Predominantly White Institution PDF Download
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Author: Jarvis M. Watson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 496
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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: Odie J. Douglas
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 422
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Book Description
Author: Walter R. Allen
Publisher: State University of New York Press
ISBN: 0791494543
Category : Social Science
Languages : en
Pages : 346
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Book Description
This book reports findings from the National Study of Black College Students, a comprehensive study of Black college students' characteristics, experiences, and achievements as related to student background, institutional context, and interpersonal relationships. Over 4,000 undergraduates and graduate/professional students on sixteen campuses (eight historically Black and eight predominantly White) participated in this mail survey. Using these and other data, this book systematically examines the current state of Black students in U.S. higher education. Until now, our understanding has been limited by inadequate data, misguided theories, and failure to properly interpret the Black American reality. This volume challenges our assumptions and contributes to the growing body of knowledge about Black student experiences and outcomes in higher education.
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.
Author: Henry Ifeanyi-Chukwu Oputa
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 278
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Book Description
Author: Henry C. McCain (III)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 118
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Book Description
The proportion of Black men enrolled in college is representative of the Black male population in the U.S. (Toldson, 2019). However, an investigation of the 2010 college entry cohort of Black men showed that only 34% graduate within six years (National Center for Education Statistics; NCES, 2019). The disparity in Black male graduation rate is clearer when compared to other races such as White men (61%), Hispanic men (50%), and Asian men (70%) (NCES, 2019). Within-group disparities also exist in that Black women graduate at a rate of 44% (NCES, 2019). Much of the literature on Black undergraduates has been conducted at predominantly White institutions (PWIs) and has shown a pattern of Black male underachievement (Harper, 2015). These studies examined deficit-informed factors such as hostile racial climate (Carter, 2008; Flowers, 2004), racism (Harper, 2007, 2015; Singer, 2005), microaggressions (Sue et al., 2007), and lack of institutional support (Hotchkins & Dancy, 2015) to understand institutional or personal impediments to Black male graduation. Although deficit studies discussed institutional policies and demographic variables that combine to decrease Black male graduation rates, such research also endorses the perception that Black men cannot succeed in college. However, some recent literature has utilized an anti-deficit framework which elucidates the positive attributes of Black men who have graduated despite the institutional inequities (Bridges 2010; Harper, 2007; Strayhorn, 2008; Williamson, 2010). Much remains to be known about Black male students who succeed through these challenges. With that goal in mind, this study will examine the factors of resilience and engagement that help Black men attain academic success in college. The present study utilized quantitative analyses to explore hypotheses concerning the relationship among demographic variables, academic resilience, student engagement, and academic achievement. Participants were recruited from a Midwestern PWI. This researcher engaged in a variety of techniques to obtain the sample which included email list-servs, registered student organizations, flyers, and snowball sampling. The measures used included a demographic instrument, the Student Engagement Scale (SES; Gunuc & Kuzu, 2015), and the Academic Resilience Scale (ARS-30; Cassidy, 2016). Data were collected online using Qualtrics survey software. A total of 124 Black men from a Midwestern PWI agreed to complete surveys Primary analyses were bi-variate correlation and logistic regression. In this study, academic resilience and student engagement were statistically significant predictors of academic achievement. Student engagement was found to be a predictor of academic achievement. Academic resilience was not a better predictor of achievement when compared to student engagement.
Author: Hughlett O. Powell
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 159
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Book Description
Author: Lolita King-Saulsberry
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 370
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Book Description
Author: Rhema Daniel Fuller
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Book Description
Research on the graduation rates of specific demographic groups indicates that African American male student-athletes are not graduating at the same rate as their peers (Institute for Diversity and Ethics in Sports, 2009). In addressing the issue of graduation rates, scholars cite that attendance at predominantly white institutions (PWIs) is influential to the academic achievement of African American male student-athletes because they are subject to racial discrimination on college campuses (Hyatt, 2003) and racial discrimination has negative effects on academic achievement (Thomas, Caldwell, Faison, & Jackson, 2009). Given that research has linked academic self-concept and academic achievement for African American male college students (Spurgeon & Meyers, 2003) but a racially discriminatory college environment is damaging to academic achievement and identity variables influence perceptions of discrimination (Sellers & Shelton, 2003), the purpose of this study was to investigate the relationships between identity variables (i.e. racial and athletic identity), environmental factors (i.e. racial discrimination) and academic outcomes (i.e. academic self-concept and GPAs). To this end, online survey research was used to gather data from African American male student-athletes in order to examine the above relationships. Participants were 168 African American male student-athletes at Division 1 predominately White institutions (PWIs). Data analyses consisted of 1-sample t-tests and moderated hierarchical regression analyses, with analyses being conducted in two parts. Part I found that African American male student-athletes report experiencing racial discrimination in an academic setting. Moreover, Part I found that the racial identity variables of centrality and the public regard racial were significant predictors of athletic and academic racial discrimination. Athletic identity variables were not significant predictors of racial discrimination. Part II found that racial discrimination was a significant predictor of academic achievement as measured by GPA. Athletic discrimination and differential academic treatment positively influenced academic achievement but academic differential effect negatively influenced academic achievement. Finally, the racial identity variable of private regard moderated the relationship between academic racial discrimination and GPA. The results of the study are discussed and contextualized with the larger body of literature examining the academic achievement of African American male student-athletes.
Author: Hugh J. Harmon
Publisher: Lulu.com
ISBN: 0557058228
Category : Education
Languages : en
Pages : 120
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Book Description
African American males are failing out of high school, retained in the elementary grades, and funneled to special education programs at far greater levels than their peers are. An educated black young man has almost become an oxymoron in America's urban enclaves, and the U.S. education system seems to be ill equipped to finger the cause of this tragedy in educational outcomes. This is behind the backdrop of measured peaks of progress in income level, home ownership and forays into the realm above the proverbial glass ceiling of corporate America for many African Americans. Why does this achievement gap persist despite the achievements in other areas? Why is it still only a few who somehow manage to beat the odds?
