The Impact of Self-Perception of Academic Ability on Academic Performance in African American, Male, First Generation College Students PDF Download
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Author: Brock Anthony Joseph Mayers
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 114
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Book Description
Despite an increase in the accessibility to higher education by non-traditional populations, there remain a significant number of students that come from families where they are the first to attend and hopefully graduate from college. In addition to the challenges faced by first time college students, first-generation college students (FGS) are faced with their own unique and complex issues. Notably, the relationship between self-perception of academic abilities and academic performance can have an impact on the retention and persistence of this student population. The author frames the issues faced by FGS and deconstruct the role of self-perception, self-esteem and self-efficacy in academic achievement amongst the target population ultimately intended to lead to successful postsecondary outcomes. Seven categories emerged from data content analysis of the data: (a) being an African American male, (b) being a Man of Morehouse, (c) being a FGS, (d) community support, (e) peer support, (f) institutional support and (g) motivation. Based on findings, a student centric success model was designed to support the academic success of the target population.
Author: Brock Anthony Joseph Mayers
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 114
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Book Description
Despite an increase in the accessibility to higher education by non-traditional populations, there remain a significant number of students that come from families where they are the first to attend and hopefully graduate from college. In addition to the challenges faced by first time college students, first-generation college students (FGS) are faced with their own unique and complex issues. Notably, the relationship between self-perception of academic abilities and academic performance can have an impact on the retention and persistence of this student population. The author frames the issues faced by FGS and deconstruct the role of self-perception, self-esteem and self-efficacy in academic achievement amongst the target population ultimately intended to lead to successful postsecondary outcomes. Seven categories emerged from data content analysis of the data: (a) being an African American male, (b) being a Man of Morehouse, (c) being a FGS, (d) community support, (e) peer support, (f) institutional support and (g) motivation. Based on findings, a student centric success model was designed to support the academic success of the target population.
Author: Lolita King-Saulsberry
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 370
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Book Description
Author: Simone Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 46
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Book Description
In the United States, African American men have been stereotypically impacted by excessive rates of discrimination, poor mental health outcomes, and underachievement (Franklin & Boyd-Franklin, 2000). Historically, African Americans as a race, have endured one of the nation’s most profound tragedies (Boyd & Franklin, 2000). The recorded emergence of Chattel Slavery beginning in the mid-1770s has had an everlasting impact on the social structure of American society (Elligan & Utsey, 1999). African American men particularly, have been classified as a dysfunctional group of individuals by mainstream society. Unfavorable stereotypes have followed African American men as they have remained targets of racial profiling (Welch, 2007) and continuously obtain limited access to academic achievement (Stoops, 2004). It is of relevance that America gain greater insight into the psychological barriers faced by African American men pursuing academic success. The purpose of this study is to assess the impact exposure to police violence observed through social media, may have on the academic self-efficacy of African American male college students. It is hypothesized, that African American male college students exposed to posts of police violence may experience an increase in negative beliefs regarding their racial identity. Subsequent increases of exposure and negative self-perception may lend to decreases in confidence regarding a student’s ability to perform well in academic domains.
Author: Venus Hewing
Publisher:
ISBN: 9781267070524
Category :
Languages : en
Pages : 189
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Book Description
A quantitative, correlational design was utilized in this study to examine the relationship between academic self-efficacy, racial identity, and the academic success of first-generation African American male college students at Predominantly White Institutions of higher education. The study comprised 89 first-generation African American male college students attending five public institutions of higher education in the northern geographical region of the United States. The data were collected using the Academic Self-efficacy Scale (ases), Black Racial Identity Attitude Scale (brias), and a demographic questionnaire. The study employed three hypotheses: (a) academic self-efficacy would independently predict gpa; (b) racial identity would independently predict gpa; and (c) academic self-efficacy and racial identity combined would predict gpa. Of the three hypotheses, racial identity was the only variable that did not significantly predict gpa. This research potentially can add to the existing body of retention literature on first-generation African American male college students, most particularly on predominantly White campuses. It might also prove useful for parents, educators, and community leaders wishing to develop strategies and techniques that will foster academic resiliency among this student population. The findings from this study generated questions that warrant further investigation. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Olga M. Welch
Publisher: SUNY Press
ISBN: 9780791433416
Category : Education
Languages : en
Pages : 158
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Book Description
Author: Lawrence L. Scott
Publisher: Universal-Publishers
ISBN: 1612337627
Category : Social Science
Languages : en
Pages : 129
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Book Description
The purpose of this qualitative study was to explore the experiences and perceptions of 10 selected academically successful African American male leaders. In this study, "academic success" was defined as these African American men who attained a master's or postgraduate degree such as a M.D., Ph.D., or J.D. Even though there is bountiful research on the deficiencies in the lives of African American males, it is still unclear what conditions lead African American men to higher educational attainment. The goal of this study was to also add to the deficient, ever-emerging body of research in the area of African American male educational attainment, while providing viable solutions that speak to the plights of African American males from all educational backgrounds and experiences. Using a basic interpretive qualitative inquiry format, the research questions focused on (a) how professional and familial social capital is related to academic success, (b) the participant's perception of the role of resilience in the pursuit of academic attainment, and (c) how does self-efficacy influence academic success for these African American male participants? This research analyzed recurring themes from these participants, who were solicited because they can provide expert testimony on how an African American male can achieve academically. The inquiry produced three recurring themes: Self-Belief and Identity, Social Network and Support, and Faith, Spirituality, and Inspiration. After a comprehensive qualitative analysis of the themes, the following categories emerged: Resilience Over Faulty Mindsets; Competition; Above Mediocrity; Social Network and Support; Family; Positive Influences, Mentors, and Peers; Opportunities; Faith, Spirituality, and Inspiration; Faith in a Higher Power; and Historical Responsibility. All the participants identified Social Network and Support as a major factor in their academic success. Most participants credited a parent, peer, mentor, or teacher as the most influential person that helped them throughout their educational pursuits.
Author: Simone Roby
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 238
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Book Description
The "Black-White" achievement gap, in which some African American students show lower academic achievement than their White American counterparts, has received increased empirical attention. Classism has rarely been explored in psychological research as a significant contextual factor for understanding African American college students' academic performance. Previous research shows that academic self-concept (ASC) is an attitudinal construct which consistently predicts African American college students' grade point averages (GPA). A wealth of previous research also suggests that college student's social class background and experiences with classism significantly influence students' academic attitudes and performance. With this empirical and theoretical backing, a hierarchal regression analysis was run to test experiences with classism (EWC) as a moderator of the effects of academic self-concept on GPA for a sample of 124 cisgender, heterosexual African American students at SIUC, a predominantly white institution (PWI). Thus, the present study was conducted to test the hypothesis that African American college students' levels of experience with classism would significantly moderate the effects of students' ASC on their GPA. Results of the regression analysis showed that EWC did not significantly moderate the effects of ASC on GPA. An alternative mediation model was also tested, and showed that EWC did not mediate the relationship between ASC and GPA. Potential explanations for the results are provided, as well as limitations, and implications. Although the findings were not significant, the results of the present study call for future research to explicitly explore the influence of social class on psychological experiences, especially as it intersects with marginalized identities in the U.S. Overall, as African Americans' and college students' academic experiences are both greatly influenced by social class and classism, the academic achievement of African American and White American students should be discussed in the context of systems of oppression in which their achievements occur.
Author: United States Commission on Civil Rights
Publisher:
ISBN:
Category : African American young men
Languages : en
Pages : 204
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Book Description
Author: Anthony G. Glover
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 45
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Book Description
Author: Tawonga Timothy Moyo
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659419874
Category :
Languages : en
Pages : 200
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Book Description
The academic achievement gap persists in spite of much talk in various arenas. This study explored and understood the academic achievement gap in relation to the education of African American male students in college. The impact of academic support programs designed to facilitate student academic success was examined. Literature on this topic is scarce. Available literature focuses on the achievement gap issue in general. The conceptual framework informing this study was based on the systems, critical and social learning theories. Participant selection followed a purposive criterion sampling. The participants included nineteen African American male students and six administrators. One college in the southeast of the United States was the site for the study. Data were collected through structured in depth individual interviews. Research questions explored the achievement gap issue focusing on causes, solutions and impact of academic support programs on student academic success. Data analysis was though horizontalization to extract relevant themes. The study is significant for it fills gaps in literature, raises greater awareness to the problem, and informs educational reform.
