Debunking Anti-Intellectualism: An Examination of African American College Students' Intellectual Self-Concepts

ERIC Educational Resources Information Center

Cole, Darnell

2011-01-01

Framed within the debate on African American "anti-intellectualism," this study examined a longitudinal sample of 460 African American students' intellectual self-concept and college grades (GPA) through regression analyses resulting from their college experiences. The findings showed that the college environment had a modest influence on African…

Academic, Racial and Mathematics Identities of African American College Students

ERIC Educational Resources Information Center

Moore, A'kilah Tienda

2011-01-01

This mixed-methods study examined the experiences of African American community college mathematics students' in the Nyame Scholars Program at Promise Community College. The purpose of the study was to identify through narrative analysis what aspects of the program impact students' racial, academic, and mathematics identities. A comparison group…

Perceived racism and alcohol consequences among African American and Caucasian college students.

PubMed

Grekin, Emily R

2012-12-01

Few studies have assessed relationships between perceived racism, racism-related stress, and alcohol problems. The current study examined these relationships within the context of tension reduction models of alcohol consumption. Participants were 94 African American and 189 Caucasian college freshmen who completed an online survey assessing perceived racism, alcohol consequences, alcohol consumption, negative affect, and deviant behavior. Hierarchical multiple regressions indicated that racism-related stress predicted alcohol consequences for both African American and Caucasian college students, even after controlling for alcohol consumption, negative affect, and behavioral deviance. The frequency of racist events predicted alcohol consequences for Caucasian but not African American students. These findings highlight the need to address racism and racism-related stress in college-based alcohol prevention and intervention efforts. 2013 APA, all rights reserved

Associations between depression, distress tolerance, delay discounting, and alcohol-related problems in European American and African American college students.

PubMed

Dennhardt, Ashley A; Murphy, James G

2011-12-01

Although levels of heavy drinking and alcohol-related problems are high in college students, there is significant variability in the number and type of problems experienced, even among students who drink heavily. African American students drink less and experience fewer alcohol-related problems than European American students, but are still at risk, and little research has investigated the potentially unique patterns and predictors of problems among these students. Depression, distress tolerance, and delay discounting have been implicated in adult substance abuse and may be important predictors of alcohol problem severity among college students. We examined the relationship between these variables and alcohol-related problems among African American and European American students (N = 206; 53% female; 68% European American; 28% African American) who reported recent heavy drinking. In regression models that controlled for drinking level, depression, distress tolerance, and delay discounting were associated with alcohol problems among African American students, but only depression was associated with alcohol problems among European American students. These results suggest that negative affect is a key risk factor for alcohol problems among college student drinkers. For African American students, the inability to tolerate negative emotions and to organize their behavior around future outcomes may also be especially relevant risk factors.

Overcoming Biases to Effectively Serve African American College Students: A Call to the Profession

ERIC Educational Resources Information Center

Duncan, Lonnie E.

2005-01-01

This article reexamines the help-seeking behavior of African American college students with a focus on possible counselor biases as well as biases in the settings in which counselors work. These issues are discussed as possible contributing factors to the underutilization of counseling by African American college students. Strategies to overcoming…

Bounded Aspirations: Rural, African American High School Students and College Access

ERIC Educational Resources Information Center

Means, Darris R.; Clayton, Ashley B.; Conzelmann, Johnathan G.; Baynes, Patti; Umbach, Paul D.

2016-01-01

This qualitative case study explores the career and educational aspirations, college choice process, and college barriers and opportunities of 26 rural, African American high school students. Data included interviews with 26 students and 11 school staff members. Findings suggest that the students' rural context shapes aspirations. In addition,…

Breastfeeding Exposure, Attitudes, and Intentions of African American and Caucasian College Students.

PubMed

Jefferson, Urmeka T

2017-02-01

African American mothers lag behind in breastfeeding initiation. Research is needed to gain an understanding of potential reasons for breastfeeding disparities. Research aim: This study explored breastfeeding exposure, attitudes, and intentions of African American and Caucasian college students by race and gender. Women and men (696) attending college, who were younger than 45 years and without children, were included in this study. Survey data were collected using a demographic questionnaire and the Iowa Infant Feeding Attitude Scale. Overall, students demonstrated favorable attitudes regarding breastfeeding but viewed formula feeding as more practical. Students who were Caucasian and female and experienced breastfeeding exposure demonstrated higher breastfeeding attitudes and intent. Breastfeeding exposure and attitudes contributed 32% of the variance in breastfeeding intentions. The odds of experiencing breastfeeding exposure and positive breastfeeding attitudes were approximately 3 times higher for Caucasian students than for African American students. External factors demonstrated a stronger association with breastfeeding intentions. The link with race and gender appears to operate through their effect on attitudes and exposure. More research is needed to identify strategies to improve breastfeeding exposure and attitudes among African Americans.

Perceived Racism and Ambulatory Blood Pressure in African American College Students

ERIC Educational Resources Information Center

Hill, LaBarron K.; Kobayashi, Ihori; Hughes, Joel W.

2007-01-01

Experiences with racial discrimination may contribute to stress-induced blood pressure (BP) elevations among African Americans. It was reported that perceived racism was associated with ambulatory BP (ABP) during waking hours. This study examined perceived racism and ABP among 40 African American college students, who completed an ABP assessment…

African American College Students: Literacy of Depression and Help Seeking

ERIC Educational Resources Information Center

Stansbury, Kim L.; Wimsatt, Maureen; Simpson, Gaynell Marie; Martin, Fayetta; Nelson, Nancy

2011-01-01

Depression is a serious public health concern in the United States affecting almost 18.8 million adults. It is a common mental disorder in college students, with estimates of 1 in 4 "experiencing an episode by age 24." African American college students are at an elevated risk for depression due to racism, stress, sleep deprivation, and lack of…

African Americans: College Majors and Earnings. Fact Sheet

ERIC Educational Resources Information Center

Carnevale, Anthony P.; Fasules, Megan L.; Porter, Andrea; Landis-Santos Jennifer

2016-01-01

Access to college for African Americans has increased, but African Americans are highly concentrated in lower-paying majors. The college major, which has critical economic consequences throughout life, reflects personal choices but also reflects the fact that African-American students are concentrated in open-access four-year institutions that…

A comparison of African-American and Caucasian college students' attitudes toward computers

NASA Astrophysics Data System (ADS)

Luckett, Pamela Gail

1997-09-01

As computer usage becomes mandatory on college campuses across the world, the issue of examining students' attitudes toward computers becomes very important. The major goal of this study was to examine the relationship between gender and ethnicity and African American and Caucasian college students attitudes toward computers. The Computer Attitude Scale instrument was used to measure the students' attitudes. During the Summer of the 1996 academic year, a university in the southeastern United States was selected to participate in this study. A total of 230 African American and Caucasian undergraduate students participated in the study. The students were pre-tested during the first week of the semester to access their initial computer attitudes. The students were enrolled in one of the mandatory computer literacy courses (Computer Literacy Awareness Course or C, Pascal or FORTRAN Programming Course) for 12 weeks. There were a total of seven different instructors for the courses. During the 12th week of class, the students were post-tested to access their computer attitudes after completing one of the computer literacy courses. Results were analyzed using ANCOVA. While both African Americans and Caucasian students showed a slight increase in their attitudes toward computers after completing the course, no significant difference between the groups was found. However, all groups were found to have positive attitudes toward computers in general. Data analysis also indicated no significant gender difference among African American and Caucasian undergraduate students. This confirmed findings of previous studies in which no significant gender difference was found to exist among college students.

Examining Relevant Influences on the Persistence of African-American College Students at a Diverse Urban University

ERIC Educational Resources Information Center

Thomas, Jackie C., Jr.; Wolters, Christopher; Horn, Catherine; Kennedy, Heidi

2014-01-01

In this study, campus involvement, faculty mentorship, motivational beliefs (self-efficacy and utility value), and sense of belonging were examined as potential predictors of African-American college student academic persistence. Participants (n = 139) in the study were African-American college students from a large-urban university. Separate…

Faculty Perceptions of, and Experiences with, African American Male Students at a Community College

ERIC Educational Resources Information Center

Jenkins, Shantelle K.

2013-01-01

Many studies involving African American male students have focused on achievement gaps and student retention models of those attending four-year institutions. However, there are limited investigations of African American male students at the community college and very few that focus on faculty perceptions. This study employed a mixed Delphi…

The Parental Investment of First-Generation African American Rural College Graduates in Cultivating College Student Success

ERIC Educational Resources Information Center

Allen, Crystal Joi

2013-01-01

This basic qualitative study examines the parental investment strategies of first-generation African American rural college graduates in cultivating college student success. Extant literature has demonstrated that the role of the family is necessary to support the college student and that the investment of the parent is paramount to student…

Career Narratives of African American Female College Students: Insights for College Counselors

ERIC Educational Resources Information Center

Storlie, Cassandra A.; Hilton, Tracy Lara; Duenyas, Deborah; Archer, Robin; Glavin, Kevin

2018-01-01

The authors collected narrative data from 11 African American female college students at a predominantly White institution using the Career Construction Interview (Savickas & Hartung, 2012), the Future Career Autobiography (Rehfuss, 2009), and a qualitative career experiences questionnaire. Using the constant comparison method (Strauss &…

Wellness and College Type in African American Male College Students: An Examination of Differences

ERIC Educational Resources Information Center

Spurgeon, Shawn L.

2009-01-01

African American male students (N = 203) attending a historically Black college or university (HBCU) and a predominantly White institution (PWI) participated in a study to determine differences in wellness. HBCU students scored significantly higher than did PWI students on Friendship, Love, Sense of Control, and Gender Identity. PWI students…

A Persistence Model for African American Male Urban Community College Students.

ERIC Educational Resources Information Center

Mason, Harold P.

1998-01-01

Studies Kennedy-King College's low level of persistence among African-American "nontraditional" male students, and the resulting high rate of departure before completing specified goals. Proposes a model of persistence to develop modes of action, program enhancements, and activities within the college to increase persistence level. (24…

A Mirror Image African American Student Reflections

ERIC Educational Resources Information Center

Cannon Dawson, Candice

2012-01-01

This dissertation is a narrative inquiry research project that focuses on the collegiate experiences of African American students at both historically black colleges and universities (HBCUs) and predominantly white institutions (PWIs). I look at how African American college students who engage in race or culturally specific activities, the degree…

Perceived and Personal Mental Health Stigma in Latino and African American College Students.

PubMed

DeFreitas, Stacie Craft; Crone, Travis; DeLeon, Martha; Ajayi, Anna

2018-01-01

Mental health stigma occurs when people have negative thoughts and beliefs of those with mental health illnesses or mental health treatment. Mental health stigma is related to an assortment of negative outcomes including discrimination in housing and employment, reduced usage of mental health services, and poor mental health outcomes. These implications may be particularly salient for ethnic minorities such as African Americans and Latinos who already suffer from other types of discrimination. This study examines perceived and personal mental health stigma in African American and Latino college students from a nontraditional university to help elucidate factors related to the development of mental health stigma. Students completed surveys concerning their stigma beliefs. African American students were found to have higher rates of mental health stigma than Latino students. Furthermore, anxiety about those with mental illness was related to greater mental health stigma for both groups. For African Americans, it was found that their perception of their ability to visibly identify those with mental illness was related to greater mental health stigma. These findings suggest that interventions to reduce mental health stigma in college students should target specific ethnic minority groups and focus on issues that are particularly salient to those communities.

Perceived and Personal Mental Health Stigma in Latino and African American College Students

PubMed Central

DeFreitas, Stacie Craft; Crone, Travis; DeLeon, Martha; Ajayi, Anna

2018-01-01

Mental health stigma occurs when people have negative thoughts and beliefs of those with mental health illnesses or mental health treatment. Mental health stigma is related to an assortment of negative outcomes including discrimination in housing and employment, reduced usage of mental health services, and poor mental health outcomes. These implications may be particularly salient for ethnic minorities such as African Americans and Latinos who already suffer from other types of discrimination. This study examines perceived and personal mental health stigma in African American and Latino college students from a nontraditional university to help elucidate factors related to the development of mental health stigma. Students completed surveys concerning their stigma beliefs. African American students were found to have higher rates of mental health stigma than Latino students. Furthermore, anxiety about those with mental illness was related to greater mental health stigma for both groups. For African Americans, it was found that their perception of their ability to visibly identify those with mental illness was related to greater mental health stigma. These findings suggest that interventions to reduce mental health stigma in college students should target specific ethnic minority groups and focus on issues that are particularly salient to those communities. PMID:29536000

Perceived racial discrimination, heavy episodic drinking, and alcohol abstinence among African American and White college students.

PubMed

Wade, Jeannette; Peralta, Robert L

2017-01-01

Previous research has demonstrated that White college students are more likely to drink alcohol at a greater frequency and quantity compared to their African American counterparts. Examining race-related factors that structure alcohol use among college students remains an important area of research. In this study, we specifically examine perceived discrimination and its association with both heavy episodic drinking (HED) and alcohol abstinence among college students. Items that measured perceived racial discrimination in alcohol use contexts and demographic characteristics were used as independent and control variables. African American students were more likely to abstain from alcohol and less likely to engage in HED compared to their White counterparts. Results also suggest that students who believe their drinking will solicit race-based police bias have lower odds of engaging in HED and greater odds of alcohol abstention. We conclude that unsolicited policing, experienced by African Americans generally, and White Americans on campuses, explains effect sizes.

Environmental Attitudes and Information Sources among African American College Students

ERIC Educational Resources Information Center

Lee, E. Bun

2008-01-01

The author examined the environmental attitudes of African American college students by using the 15-item New Ecological Paradigm (NEP) Scale. The author also attempted to determine their everyday environmental behaviors such as recycling and conservation and investigated major information sources for local, national, and international…

Help-Seeking Attitudes among African American College Students

ERIC Educational Resources Information Center

So, Dominicus W.; Gilbert, Stefanie; Romero, Sergio

2005-01-01

Traditionally, African American students display a low-rate of seeking mental health treatment. Issues such as mistrust of White therapists, attitudes toward mental health problems, and African American spirituality affect their help-seeking behavior. The present study examined a sample of 134 African American students at a Historically Black…

An Investigation of High-Achieving African-American Students Attending Community Colleges: A Mixed Methods Research Study

ERIC Educational Resources Information Center

Gipson, John; Mitchell, Donald, Jr.; McLean, Carolyn

2018-01-01

While much more research has been conducted about African-American college students in recent decades, there still exists a need for further explorations concerning factors related to student success and retention. For example, articles often explore the experiences of African-American students at four-year institutions and often use deficit…

Factors Influencing Positive Interactions across Race for African American, Asian American, Latino, and White College Students

ERIC Educational Resources Information Center

Saenz, Victor B.; Ngai, Hoi Ning; Hurtado, Sylvia

2007-01-01

This study explores the various factors that promote positive interactions across race for African American, Asian American, Latino, and White college students. A longitudinal survey was administered to all incoming students at nine public institutions (with a follow-up survey given at the end of their second year), examining activities related to…

Factors that influence rural African American males' aspirations to attend college

NASA Astrophysics Data System (ADS)

Stuart, Alesia K.

This study was conducted to research factors which influence rural African American males in their college attendance decision. The study was an attempt to discover specific influences in the higher education pursuit from aspiration to enrollment. As African American males and low income students represent lower enrollment figures in higher education, this study attempts to provide research which may improve these numbers. The literature which provides the theoretical frame is related to Hossler (et al., 1999) and his research entitled Going to College. Hossler's study recommended additional research to study African American males. Hossler concluded this participant segment was influenced by different factors than the majority of study participants. This qualitative study includes student interviews. Three high schools in three counties in the Black Belt of rural Alabama were the sites selected for participants. Thirty African American male seniors' responses were transcribed and coded to identify themes related to influences stated by the participants. The students' voices provided insight into their college enrollment pursuit. The findings indicate rural students lack the resources and academic preparation significant for higher education admission. African American males in rural Alabama tend to be first generation students and lack information important to college enrollment. The rural high schools lack the personnel, college and career guidance to ensure participants are aware and prepared to traverse the process of college enrollment. This study identifies policy development needs to address inadequacies that African American males attending rural schools encounter during secondary enrollment. Research participants state college aspirations. Problems arise as participants move from the aspiration stage toward enrollment. Several factors will limit higher education opportunities for the participants. Inadequate knowledge on ACT scores, college cost financial

Measuring Five Preconditions of Success for African American Male Students in Community Colleges

ERIC Educational Resources Information Center

McManus, Kimberly Ozella

2017-01-01

The purpose of this study was to measure and compare five preconditions for success of African American male community college students at community colleges by determining if there is a relationship between a) GPA and credits earned, utilizing Wood and Harris' (2012; 2016) Community College Survey of Men (CCSM, 2014) and Community College Success…

African American College Students and Stress: School Racial Composition, Self-Esteem and Social Support

ERIC Educational Resources Information Center

Negga, Feven; Applewhite, Sheldon; Livingston, Ivor

2007-01-01

College students are a very vulnerable group to experience stress, the latter of which is related to a variety of outcomes, such as health and academic performance. However, there is a dearth of research examining African American college students and stress. Further, fewer studies have compared stress for students attending predominately white…

African American College Students' Experience of Racial Discrimination and the Role of College Hassles

ERIC Educational Resources Information Center

Banks, Kira Hudson

2010-01-01

The current study examines the relationship between racial discrimination and depressive symptoms. In particular, it investigated whether college hassles moderated or mediated the relationship. Participants included 194 African American students from a large, Midwestern, state university. Participants provided self-report of their experience of…

African American College Students' Attitudes toward HIV/AIDS: Implications for Historically Black Colleges and Universities

ERIC Educational Resources Information Center

Taylor, Sandra E.; Jones, Tara

2007-01-01

This paper investigated African American college students' responses to a set of interview questions selected from a larger survey instrument in an exploratory study of basic attitudes about HIV/AIDS. Forty-two participants responded to an interview schedule in an investigation of student attitudinal domains regarding the HIV/AIDS epidemic.…

An Examination of Factors Related to the Academic Performance of African-American College Students

ERIC Educational Resources Information Center

Wylie, D'Errico M.

2012-01-01

The purpose of this study was to identify factors that were predictive of academic performance of college students at Historically Black Colleges/Universities (HBCUs). The variables of interest included: seating choice, self-esteem, anxiety, stress and study habits. The sample consisted of 201 African-American undergraduate students. Participants…

Minority stress and college persistence attitudes among African American, Asian American, and Latino students: perception of university environment as a mediator.

PubMed

Wei, Meifen; Ku, Tsun-Yao; Liao, Kelly Yu-Hsin

2011-04-01

We examined whether perception of university environment mediated the association between minority status stress and college persistence attitudes after controlling for perceived general stress. Participants were 160 Asian American, African American, and Latino students who attended a predominantly White university. Results of a path model analysis showed that university environment was a significant mediator for the association between minority status stress and college persistence attitudes. Additionally, minority status stress was distinct from perceived general stress. Finally, the results from a multiple-group comparison indicated that the magnitude of the mediation effect was invariant across Asian American, African American, and Latino college students, thus supporting the generalizability of the mediation model.

Moving beyond the Margins: An Exploration of Low Performing African American Male College Students

ERIC Educational Resources Information Center

Jackson, Ronald C.

2011-01-01

Data have shown that African American male college students are being outperformed. Compared to all other populations by ethnicity and gender, African American males most often fare the worst in terms of persistence, performance, and completion. The impetus of this study was to explore the motivation of those that have low academic performance and…

Hookah and Cigarette Smoking among African American College Students: Implications for Campus Risk Reduction and Health Promotion Efforts

ERIC Educational Resources Information Center

Jones, Brittni D.; Cunningham-Williams, Renee M.

2016-01-01

Objective: To identify individual and institutional risks and protections for hookah and cigarette smoking among African American (AA) college students. Participants: AA college students (N = 1,402; mean age = 20, range = 18-24 years; 75% female) who completed the Fall 2012 American College Health Association--National College Health Assessment…

Acculturation Style and Alcohol Use among African American College Students: An Exploration of Potential Moderators

ERIC Educational Resources Information Center

Abdullah, Tahirah; Brown, Tamara L.

2012-01-01

This study examined whether a relationship exists between acculturation and alcohol use among African American college students and if the relationship varies by religiosity and gender. Most researchers use unidimensional African American acculturation measures that cannot capture the construct's complexity; this study is the first to use a…

Using Social Cognitive Theory to Predict Safer Sex Behaviors in African American College Students

ERIC Educational Resources Information Center

Kanekar, Amar; Sharma, Manoj

2009-01-01

Safer sex is important for protection against STDs and HIV/AIDS. Most of the HIV-related research is targeted towards high-risk groups such as prostitutes, gays and substance abusers there is evidence that HIV/AIDS is increasing in college students particularly among African-American college students. The purpose of this study was to study…

Narratives of Identity: Perceptions on Persistence a Qualitative Study of Successful African American College Students

ERIC Educational Resources Information Center

Millane, Maureen

2011-01-01

Persistence by minority students is recognized as critical in increasing the number of college graduates. Little research has been conducted on the select, but not elite, universities where the majority of students matriculate. This study provided the voices of 25 urban low SES African American college students who have successfully persisted at a…

Why African American College Students Miss the Perfect Test Score

ERIC Educational Resources Information Center

Gentry, Ruben; Stokes, Dorothy

2016-01-01

Many African Americans were imbued with the cliché that they must work twice as hard as others to be a success in life. Entering college, students with this belief put extensive effort into earning top grades to ensure quality preparation for their chosen career; yet, some fail to earn top scores. Why? This is the million dollar question, but the…

A Phenomenological Study of Undergraduate African American College Students' Decision to Participate in Study Abroad

ERIC Educational Resources Information Center

Cheppel, Alena

2012-01-01

The purpose of this phenomenological qualitative study was to explore African American undergraduate college students' intentions and reasons for participation in study abroad programs. The study involved gathering data from recorded and transcribed semi-structured interviews with 20 African American volunteer participants. Data analysis…

Racial Identity and the MMPI in African American Male College Students.

ERIC Educational Resources Information Center

Whatley, P. Richard; Allen, James; Dana, Richard H.

2003-01-01

Examines the relation of the Minnesota Multiphasic Personality Inventory (MMPI) to the Racial Identity Attitude Scale-Black, Short Form (RIAS-B) was examined among 50 African American male college students Results indicated RIAS-B scale scores functioned as predictors of MMPI scale scores. Implications of these findings for MMPI-2 research with…

Educating the African American Male College Student: The Achievement Gap Factor

ERIC Educational Resources Information Center

Moyo, Tawonga Timothy

2013-01-01

The academic achievement gap persists in spite of much concern and talk in both the educational and political arenas. Moreover, literature on the education of African American male students at the college level is scarce; the existing literature is on the achievement gap issue in general. In this phenomenological study, the academic achievement…

Interpretive investigation of the science-related career decisions of three African-American college students

NASA Astrophysics Data System (ADS)

Lewis, Bradford F.; Collins, Angelo

2001-05-01

Reports published since 1977 indicate that African Americans are underrepresented among Ph.D.-holding scientists. Although researchers have identified numerous factors that correlate with career choice, they have failed to address students' reasons for choosing or not choosing science and science-related careers. This study examines the career decisions of three African-American college students. All three students began college aspiring toward science-related careers. However, by the end of data collection only one student was working toward a science-related career. Data were collected by means of eight, open-ended, 1-hour interviews conducted over a period of 6 months. Findings indicate that students' interest in a science-related career is directly related to the degree to which they perceive that career as being supportive of deep-seated life goals; and that a deeper view of the nature of science better enables students to perceive a science-related career as supportive of life goals.

Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University

ERIC Educational Resources Information Center

Scruggs, Alisha K.

2012-01-01

This study explored what graduating seniors and university staff perceived contributed to high college completion rates of African American and Hispanic students at George Mason University (Mason). To understand what Mason may have been doing to support African American and Hispanic students toward college completion, in-depth interviews were…

"I Am because We Are:" Collectivism as a Foundational Characteristic of African American College Student Identity and Academic Achievement

ERIC Educational Resources Information Center

Carson, Leslie R.

2009-01-01

This study extends current research on African American college student achievement by focusing on collectivism, a key characteristic of African American racial identity. Collectivism serves as the framework for analysis of students' beliefs about the purpose of higher education, conceptualization of their roles and responsibilities as students,…

The Persistence of African American College Men

ERIC Educational Resources Information Center

Beale, Tyson J.

2010-01-01

This study explored the family dynamics of persistent African American college men. These students were typical Black males, not those pre-categorized as high-achieving or unprepared for college. The stories of participants revealed their strength, ambition, and intentions to successfully gain a baccalaureate degree. In general Black males are…

Jumping through Hoops: College Choice Experiences of African American Male Community College Club Basketball Players

ERIC Educational Resources Information Center

Ellis, Kimberly Carlotta

2011-01-01

This study aimed to learn what factors influenced the college choice decision-making process of African American male club basketball players in the community college. To understand how the participants determined their educational path, face-to-face interviews were conducted with 21 African American male students who were enrolled in at least six…

Freshman-year experiences for African-American students in engineering

NASA Astrophysics Data System (ADS)

Chapple, Bernadette Maria

1998-12-01

The purpose of this study was to discover (a) why African American students choose to persist as an engineering major and (b) why students choose to leave engineering as a major. A total of 17 students from a large land-grant university participated in this study that was both quantitative and qualitative in design. This research will assist both the College of Engineering and the University in understanding the educational experiences of the matriculating African American pre-engineering student. In an effort to provide reasons and rationale for why African American engineering students choose to stay in this major and why other African American engineering student majors choose to leave, the researcher examined an undergraduate engineering program at a large land-grant institution in the South. The College of Engineering at this institution was able to institute several programs designed to increase the number of African American students choosing engineering as a major. Although initiatives for pre-collegiate students are important in the retention of African American students, it is the retention of those students once accepted into a program of study that the institution focuses on most. It is the intent of this study to offer a better understanding of such a retention initiative. Due to the decline of African American students pursuing majors in science and mathematics in general and in engineering in particular, an important research concern is to offer more insight into the experiences of the freshman engineering student in an attempt to develop fundamental reasons for why students remain in engineering and why some students leave. To assist the College of Engineering and the University in understanding the educational experiences of the matriculating African American pre-engineering student the data were collected from both a quantitative and qualitative approach. Results indicated that (a) students who chose to persist in the engineering program where

Perceptions of African American Male Students Enrolled in Developmental Education Programs in the Community College

ERIC Educational Resources Information Center

Wells, Eddie Lee, Jr.

2017-01-01

This study sought to understand the perceptions of African American male students who are enrolled in developmental education programs. The researcher gathered information by interviewing students at 2 Mississippi community colleges and by reviewing information collected from the student's demographic profile. This qualitative research allowed the…

Educational Experiences and Transitions of Reentry College Women: Special Considerations for African American Female Students.

ERIC Educational Resources Information Center

Thomas, Veronica G.

2001-01-01

Examined motivators, obstacles, and support systems of reentry college women, particularly African American women. Student surveys indicated that respondents were motivated and excited about college reentry, generally reporting increased self-confidence since returning to school but identifying role overload and role conflict as major obstacles.…

Overweight and Physical Inactivity Among African American Students at a Historically Black University.

PubMed

Sa, Jaesin; Heimdal, James; Sbrocco, Tracy; Seo, Dong-Chul; Nelson, Beatrice

2016-02-01

Little is known about correlates of overweight, obesity, and physical inactivity among African American students at historically Black colleges and universities. To assess overweight, obesity, and physical inactivity among African American college students at a historically Black university in Maryland in the USA. Data were collected from 268 African American college students in 2013. Data were analyzed with percentage difference z-tests, chi-square tests, and multiple logistic regression. Cross-sectional survey (student response rate = 49.9%). The overweight/obesity rate of participants was 47.5%, which was higher than that of the U.S. college student population overall (34.1%) and a representative sample of African American college students (38.3%). When age and sex were controlled, a family history of obesity, skipping breakfast, drinking caffeinated drinks, lower family income, and smoking a pipe, cigars, or cigarettes daily were significant correlates of overweight (obesity included). The percentage of physical inactivity was 68.3, and physical inactivity was higher among women and overweight or obese students. Given the high overweight and obesity prevalence among African American college students, historically Black colleges and universities in the USA should increase health promotion efforts targeting weight-related behaviors, particularly physical activity. Copyright © 2016. Published by Elsevier Inc.

The Meaning of African American College Women's Experiences Attending a Predominantly White Institution: A Phenomenological Study

ERIC Educational Resources Information Center

Hannon, Christine R.; Woodside, Marianne; Pollard, Brittany L.; Roman, Jorge

2016-01-01

Because both race and gender are important to the development of African American women, student affairs professionals need to understand the unique experiences of African American women within the context of the college environment. In this phenomenological study, we examined African American women's lived experiences as college students at a…

Gender Differences in Student Engagement among African American Undergraduates at Historically Black Colleges and Universities

ERIC Educational Resources Information Center

Harper, Shaun R.; Carini, Robert M.; Bridges, Brian K.; Hayek, John C.

2004-01-01

Differences in student engagement between women and men at historically Black colleges and universities (HBCUs) are examined in this study. Data were collected from 1,167 African American undergraduate students at 12 four-year HBCUs that participated in the National Survey of Student Engagement. Controlling for several factors that might obscure…

Perceived Racial Discrimination, Social Support, and Psychological Adjustment among African American College Students

ERIC Educational Resources Information Center

Prelow, Hazel M.; Mosher, Catherine E.; Bowman, Marvella A.

2006-01-01

The purpose of this study was to examine three competing models of the relations among perceived discrimination, social support, and indicators of psychological adjustment in a sample of 135 African American college students. The three competing models, social support buffering, social support mobilization, and social support deterioration, were…

Sexual health information seeking on the Internet: comparisons between White and African American college students.

PubMed

Fogel, Joshua; Fajiram, Sandra; Morgan, Phyllis D

2010-01-01

College students are often interested in information about sexual health topics. A study of 149 college students and their use of the Internet for sexual health information was conducted. The study findings indicated that African American college students, as compared to White college students, and women, as compared to men, had greater odds for searching on the Internet for birth control information. Among male college students, a higher internal locus of control was associated with lower odds for looking at birth control information on the Internet. Nurses and healthcare providers working in college settings can use these findings to develop strategies for identifying those who are more likely to reference the Internet to obtain birth control and sexual health information.

The Academic Success of First-Generation African American Male College Students Attending Predominantly White Institutions of Higher Education

ERIC Educational Resources Information Center

Hewing, Venus

2011-01-01

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…

Perceived Racial Discrimination and Negative-Mood–Related Drinking Among African American College Students

PubMed Central

O’hara, Ross E.; Armeli, Stephen; Scott, Denise M.; Covault, Jonathan; Tennen, Howard

2015-01-01

Objective: Research consistently shows a positive association between racial discrimination and problematic alcohol use among African Americans, but little is known about the micro-processes linking this pernicious form of stress to drinking. One possibility is that the cumulative effects of discrimination increase individuals’ likelihood of negative-mood–related drinking. In the current study, we examined whether individual differences in lifetime perceived racial discrimination among African American college students moderate relations between daily negative moods and evening alcohol consumption in both social and nonsocial contexts. Method: Data came from an online daily diary study of 441 African Americans (58% female) enrolled at a historically black college/university. Lifetime discrimination was measured at baseline. For 30 days, students reported the number of drinks they consumed the night before both socially and nonsocially, as well as their daytime level of negative mood. Results: In support of the hypotheses, only men who reported higher (vs. lower) lifetime discrimination showed a positive association between daily negative mood and that evening’s level of nonsocial drinking. Contrary to expectation, women who reported higher (vs. lower) discrimination showed a negative association between daily negative mood and nonsocial drinking. Neither daily negative mood nor lifetime discrimination predicted level of social drinking. Conclusions: These findings provide further evidence that the cumulative impact of racial discrimination may produce a vulnerability to negative-mood–related drinking—but only for African American men. Importantly, these effects emerged only for nonsocial drinking, which may further explain the robust association between discrimination and problematic alcohol use. PMID:25785798

Perceived racial discrimination and negative-mood-related drinking among African American college students.

PubMed

O'Hara, Ross E; Armeli, Stephen; Scott, Denise M; Covault, Jonathan; Tennen, Howard

2015-03-01

Research consistently shows a positive association between racial discrimination and problematic alcohol use among African Americans, but little is known about the micro-processes linking this pernicious form of stress to drinking. One possibility is that the cumulative effects of discrimination increase individuals' likelihood of negative-mood-related drinking. In the current study, we examined whether individual differences in lifetime perceived racial discrimination among African American college students moderate relations between daily negative moods and evening alcohol consumption in both social and nonsocial contexts. Data came from an online daily diary study of 441 African Americans (58% female) enrolled at a historically black college/university. Lifetime discrimination was measured at baseline. For 30 days, students reported the number of drinks they consumed the night before both socially and nonsocially, as well as their daytime level of negative mood. In support of the hypotheses, only men who reported higher (vs. lower) lifetime discrimination showed a positive association between daily negative mood and that evening's level of nonsocial drinking. Contrary to expectation, women who reported higher (vs. lower) discrimination showed a negative association between daily negative mood and nonsocial drinking. Neither daily negative mood nor lifetime discrimination predicted level of social drinking. These findings provide further evidence that the cumulative impact of racial discrimination may produce a vulnerability to negative-mood-related drinking--but only for African American men. Importantly, these effects emerged only for nonsocial drinking, which may further explain the robust association between discrimination and problematic alcohol use.

Overcoming the Odds: The Association between Location, Preparation, and Financial Obligation on Graduation Rates of African American College Students

ERIC Educational Resources Information Center

Rush-Shumpert, Paula J.

2013-01-01

The purpose of this study was to understand why graduation rates of African American male students from four-year historically Black colleges and universities (HBCUs) within a six-year period were not on par with those of other races and ethnicities and, in particular, whether the reasons African American male students drop out rather than persist…

The Impact of Institutional Support Services, Policies, and Programs on the Completion and Graduation of African American Students Enrolled at Select Two-Year Colleges in Ohio

ERIC Educational Resources Information Center

Harmon, Martino

2013-01-01

According to the American Association of Community Colleges (2010), more than 40% of all African American students enrolled in postsecondary education are enrolled in two-year colleges. A review of the literature indicated that improving persistence and completion rates for African American students is a challenge that two-year colleges face. This…

Service-Learning and Civic Responsibility in a Sample of African American College Students

ERIC Educational Resources Information Center

Blankson, A. Nayena; Rochester, Shana E.; Watkins, Angela Farris

2015-01-01

In this study, we investigated the impact of past and current service-learning on the civic attitudes of African American college women: 44 students enrolled in either service-learning or non-service-learning courses were given pretests and posttests measuring civic attitudes. Repeated measures analyses of variance were conducted to examine the…

Social Support and Success in Higher Education: The Influence of On-Campus Support on African American and Latino College Students

ERIC Educational Resources Information Center

Baker, Christina N.

2013-01-01

This study focuses on how personal support from the college environment influences the academic performance of African American and Latino college students attending selective colleges. Under-represented students at selective colleges continue to face challenges to their academic success, and support from the college environment is a key factor in…

The Impact of Historically Black Colleges and Universities on the Academic Success of African-American Students

ERIC Educational Resources Information Center

Kim, Mikyong Minsun; Conrad, Clifton F.

2006-01-01

Anchored in national longitudinal data analyzed through hierarchical linear and non-linear modeling, this study found that African-American students have a similar probability of obtaining a BA degree whether they attended a historically Black college or university (HBCU) or a historically White college or university (HWCU). Among…

A Different World: African American, First Generation College Women at a Selective University

ERIC Educational Resources Information Center

Johnson, Jennifer Michelle

2013-01-01

The purpose of this study was to gain a better understanding of the academic and social experiences of African American, first generation college students attending a selective university. Following interpretive case study methodology, the major research questions guiding this study were: How do African American, first generation college students…

Experiences of African American College Graduates

ERIC Educational Resources Information Center

Green, Aundria Chephan

2014-01-01

The purpose of this study was to explore the reasons that African-American alumni from a historically Black university (HBCU) and a predominantly White university (PWI) chose to attend, remain in, and graduate from college. The central research question was how do African Americans describe their college experiences? The secondary research…

Profiles of African American College Students' Alcohol Use and Sexual Behaviors: Associations With Stress, Racial Discrimination, and Social Support.

PubMed

Metzger, Isha W; Cooper, Shauna M; Ritchwood, Tiarney D; Onyeuku, Chisom; Griffin, Charity Brown

2017-01-01

Though studies show that alcohol use and sexual activity increase during emerging adulthood, few studies examine within-ethnic group differences, particularly among African American college students. This investigation utilized a latent class analytic methodology to identify risk behavior profiles of alcohol use (frequency and amount of alcohol consumed), sexual activity (number of intimate partners), and co-occurring risk behaviors (drinking before sexual intercourse) among 228 African American college students. This investigation also examined whether identified risk behavior profiles were associated with stress (interpersonal, intrapersonal, academic, and environmental), experiences of racial discrimination, and social support (from family, friends, and the college community). Results identified five distinct profiles within this sample: (a) High Sexual Risk-above-average sexual activity; (b) Abstainers-below-average alcohol use and sexual activity; (c) Low Risk-average alcohol use and sexual activity; (d) Alcohol Risk-above-average alcohol use and below-average sexual activity; and (e) Co-Occurring Risk-above-average alcohol use and sexual activity. Identified profiles differed across interpersonal and environmental stress, and self-reported frequency of experiences with racial discrimination. Implications for prevention programs and interventions aimed at reducing alcohol and sexual activity for African American college students are discussed.

Perceptions of Mate Selection for Marriage among African American, College-Educated, Single Mothers

ERIC Educational Resources Information Center

Holland, Rochelle

2009-01-01

This ethnographic study researched the perceptions of mate selection for marriage and the decisions of college-educated, African American mothers who bore children while single. Twenty-five senior-level African American students who attended a college in New York City participated in the study. There has been a significant change in the family…

Academic achievement and college persistence of African American students with trauma exposure.

PubMed

Boyraz, Güler; Horne, Sharon G; Owens, Archandria C; Armstrong, Aisha P

2013-10-01

This study examined the relationship between posttraumatic stress disorder (PTSD) symptomatology and college persistence in African American 1st-year students from 2 universities. Of the 569 participants, 423 (74%) reported lifetime exposure to traumatic events; 20.6% of these students met the criteria for PTSD. For trauma-exposed females, after controlling for academic and nonacademic factors, higher levels of PTSD symptomatology in the 1st semester of college were associated with increased likelihood of leaving college prior to the end of the 2nd year of college; the relationship between the 2 variables was partially mediated by 1st-year grade point average (GPA). PTSD symptomatology was not significantly associated with academic achievement or persistence for males. For trauma-exposed females, in addition to PTSD symptomatology, being a student at a predominantly White institution and entering college with low high school GPA were identified as risk factors for low academic achievement and college dropout; on the other hand, involvement in on-campus activities and higher levels of perceived academic integration in the 1st semester were associated with higher 1st-year GPA, which, in turn, was related to increased likelihood of remaining in college. Clinical implications and strategies to support students with trauma exposure and PTSD are discussed.

A Day in the Life of African American and European American College Students: Daily Affective Experience and Perceptions of Climate at a Predominantly White Institution

ERIC Educational Resources Information Center

Birk, Nancy Adair

2009-01-01

In the context of the under-representation of African Americans in higher education and the lawsuits targeting affirmative action policies in college admissions, the purpose of this study was to examine the daily affective experiences of African American and European American students at a predominantly White institution, exploring the activities…

Dimensions of Ethnic Identity as Protective Factors for Substance Use and Sexual Risk Behaviors in African American College Students

ERIC Educational Resources Information Center

Bowman Heads, Angela M.; Glover, Angel M.; Castillo, Linda G.; Blozis, Shelley; Kim, Su Yeong

2018-01-01

Objective: To examine ethnic identity and ethnic socialization as potential protective factors for risk behaviors among US college students. Participants: Participants were 398 African American and Afro-Caribbean students recruited from 30 colleges and universities during September 2008-October 2009. Methods: Data on hazardous alcohol use,…

Graduation 101: Critical Strategies for African American Men College Completion

ERIC Educational Resources Information Center

Tolliver, David V., III; Miller, Michael T.

2018-01-01

African American men have not historically participated in higher education at the same levels or with the same success as others. And, as colleges and universities have sought to diversify their student populations, the rapidly increasing enrollment of Asian American and Hispanic students has illustrated the difficulty in trying to increase the…

Predicting the admission into medical school of African American college students who have participated in summer academic enrichment programs.

PubMed

Hesser, A; Cregler, L L; Lewis, L

1998-02-01

To identify cognitive and noncognitive variables as predictors of the admission into medical school of African American college students who have participated in summer academic enrichment programs (SAEPs). The study sample comprised 309 African American college students who participated in SAEPs at the Medical College of Georgia School of Medicine from 1980 to 1989 and whose educational and occupational statuses were determined by follow-up tracking. A three-step logistic regression was used to analyze the data (with alpha = .05); the criterion variable was admission to medical school. The 17 predictor variables studied were one of two types, cognitive and noncognitive. The cognitive variables were (1) Scholastic Aptitude Test mathematics (SAT-M) score, (2) SAT verbal score, (3) college grade-point average (GPA), (4) college science GPA, (5) SAEP GPA, and (6) SAEP basic science GPA (BSGPA). The noncognitive variables were (1) gender, (2) highest college level at the time of the last SAEP application, (3) type of college attended (historically African American or predominately white), (4) number of SAEPs attended, (5) career aspiration (physician or another health science option) (6) parents who were professionals, (7) parents who were health care role models, (8) evidence of leadership, (9) evidence of community service, (10) evidence of special motivation, and (11) strength of letter of recommendation in the SAEP application. For each student the rating scores for the last four noncognitive variables were determined by averaging the ratings of two judges who reviewed relevant information in each student's file. In step 1, which explained 20% of the admission decision variance, SAT-M score, SAEP BSGPA, and college GPA were the three significant cognitive predictors identified. In step 2, which explained 31% of the variance, the three cognitive predictors identified in step 1 were joined by three noncognitive predictors: career aspiration, type of college, and

Gender and the tobacco-depression relationship: a sample of African American college students at a Historically Black College or University (HBCU).

PubMed

Wang, Yan; Browne, Dorothy C; Storr, Carla L; Wagner, Fernando A

2005-08-01

This study examined the relationship between tobacco use and depression and its possible variation by gender among African American young adults. A paper-and-pencil survey was administered to African American college students graduating in 2003 from a Historically Black College or University (HBCU). Tobacco use measures included lifetime involvement. Depression symptoms were assessed using a revised version of the CES-D. Male smokers were found to be four times more likely to be depressed than male non-smokers (OR=4.4; 95% CI, 1.4, 14.3; p=0.012). However, female smokers were not more likely to be depressed than female non-smokers (OR=1.0; 95% CI, 0.5, 2.1). Findings from this study suggest the need of gender-specific tobacco or depression interventions among HBCU students.

College Persistence of First-Year African American and African Immigrant Males: Differences of Non-Academic and Other Factors on Community College Black Male Students

ERIC Educational Resources Information Center

Adams-Mahaley, Charlene

2012-01-01

Literature has postulated that noncognitive or psychosocial variables are a strong predictor of African American and international students persisting in college. Using a modified version of the Noncognitive-Revised (NCQ-R) questionnaire developed by Tracey and Sedlacek (1984), this mixed methods descriptive study investigated the relationships…

Influence of Family Perceptions of Acting White on Acculturative Stress in African American College Students

ERIC Educational Resources Information Center

Thompson, Keisha V.; Lightfoot, Nicole L.; Castillo, Linda G.; Hurst, Morgan L.

2010-01-01

This study examined family-oriented stressors on acculturative stress in 83 African American college students attending a predominately White university. Results showed that family pressure for participants not to acculturate, pressure to maintain ethnic group language, perception of Acting White, and acculturation level were related to higher…

Attitudes and beliefs about smoking among African-American college students at historically black colleges and universities.

PubMed

Powe, Barbara D; Ross, Louie; Cooper, Dexter L

2007-04-01

Smoking rates are lower among African Americans compared to Caucasians, but African Americans have higher lung cancer mortality. Guided by the Powe Fatalism Model, this descriptive study reports on attitudes and beliefs and predictors of lifetime cigarette smoking behaviors among students at historically black colleges and universities (HBCUs). Data were collected using the Attitudes and Beliefs about Perceived Consequences of Smoking Scale and a Demographic Data Questionnaire. The majority (N = 438) were female and single. More than 50% reported trying cigarettes in their lifetime and reported smoking a whole cigarette at age 15.5 years. Only 7.5% of the sample were lifetime smokers. The likelihood that a student would smoke was 15 times greater if their friends smoked and almost seven times greater if they were not members of a Greek organization compared to other students. Males associated smoking with self-confidence, endorsed the emotional benefits and influencing factors of smoking compared to females. Intervention efforts should focus on preventing the initiation of smoking as well as cessation efforts for students at HBCUs. Campus clubs and organizations can play a vital role in long-term changes in smoking behaviors for these students.

The Reliability and Validity of Big Five Inventory Scores with African American College Students

ERIC Educational Resources Information Center

Worrell, Frank C.; Cross, William E., Jr.

2004-01-01

This article describes a study that examined the reliability and validity of scores on the Big Five Inventory (BFI; O. P. John, E. M. Donahue, & R. L. Kentle, 1991) in a sample of 336 African American college students. Results from the study indicated moderate reliability and structural validity for BFI scores. Additionally, BFI subscales had few…

An analysis of stereotype threat in African American engineering students at predominantly White, ethnically diverse, and historically Black colleges and universities

NASA Astrophysics Data System (ADS)

Sparks, David M.

The purpose of this research was to distinguish the similarities and differences in coping strategies of African American engineering students by analyzing their perceptions of stereotype threat at three academic institution types, Predominantly White Institutions (PWI), ethnically diverse, and Historically Black Colleges and Universities (HBCUs). The researcher collected demographic and survey data using the Stereotype Vulnerability Scale (SVS). The study was offered to the entire population of African American engineering students at each college using an online survey. Results were analyzed using MANOVA and Pearson's correlational statistical analyses to test the hypotheses. Findings revealed that little differences exist between students' scores on an assessment of stereotype vulnerability, with a few areas showing that HBCUs and ethnically diverse universities are doing a similar job in addressing perceptions of their African American engineering students. Finding also revealed that the percentage of African American students at a university did not correlate with the scores on the SVS accept on questions related to the personal feelings students have about their race. The strongest findings related to the differences in male and female students across the universities. African American female engineering students appeared to perceive more stereotype threat than did their male counterparts; although, this fining was not statistically significant. Overall, no statistically significant differences were found between students' perceptions of stereotype threat at the three types of universities. Future research should expand the number of survey participants at the current universities, add more HBCUs to the study population, run similar experiments in different parts of the country, compare stereotype threat in private and elite universities, use ethnically diverse universities as models for minority student development, and use new or improved survey instruments

"God Has My Back": The Role of Faith-Based Institutions in Preparing African-American Students for College Success

ERIC Educational Resources Information Center

Placenti, Phillip M.

2012-01-01

African-American students are less likely to attend and successfully complete college than their Asian and White peers. Possible explanations for this disparity include racial and ethnic segregation, socioeconomic challenges, persistent shortages of qualified teachers, and scant access to college-preparatory curricula. In the context of such…

Close relationships between Asian American and European American college students.

PubMed

Chen, C; Edwards, K; Young, B; Greenberger, E

2001-02-01

The authors examined attitudes and behaviors regarding close relationships between European and Asian Americans, with a particular emphasis on 5 major subgroups of Asian Americans (Chinese, Japanese, Korean, Vietnamese, and Filipino Americans). Participants were 218 Asian American college students and 171 European American college students attending a culturally diverse university. The European Americans did not differentiate among the various subgroups of Asian Americans. Their attitudes regarding close relationships were less positive toward Asian Americans than toward Mexican and African Americans, a finding contrary to the prediction of social exchange theory (H. Tajfel, 1975). In contrast to the European Americans' view of homogeneity among Asian Americans, the 5 major subgroups of Asian Americans expressed a distinctive hierarchy of social preference among themselves. Results are discussed in terms of their implications for future research on interethnic relations involving Asian Americans.

Racism-Related Stress and Ethnic Identity as Determinants of African American College Students' Career Aspirations

ERIC Educational Resources Information Center

Tovar-Murray, Darrick; Jenifer, Ericka S.; Andrusyk, Jara; D'Angelo, Ryan; King, Tia

2012-01-01

Drawing primarily on the construct of psychological buffer, the purpose of this study was to explore the extent to which racism-related stress and ethnic identity are determinants of career aspirations. A total of 163 African American college students from a predominately White Midwestern university participated in the study. A moderation…

Retaining African Americans in Higher Education: Challenging Paradigms for Retaining Students, Faculty and Administrators.

ERIC Educational Resources Information Center

Jones, Lee, Ed.

This collection discusses some of the issues surrounding the retention of African Americans in higher education, and it challenges traditional paradigms for retaining African American students, administrators, and faculty at predominantly White colleges. The chapters of part 1, "Retaining African-American Students," are: (1) "Creating an Affirming…

This Test Is Unfair: African American and Latino High School Students' Perceptions of Standardized College Admission Tests.

ERIC Educational Resources Information Center

Walpole, MaryBeth; McDonough, Patricia M.; Bauer, Constance J.; Gibson, Carolyn; Kanyi, Kamau T.; Toliver, Rita

This qualitative study focused on African American and Latino high school students perceptions of standardized admission tests, including the Scholastic Assessment Tests (I and II) and the ACT Assessment. Students enrolled in college preparatory classes were interviewed about these tests individually and in focus groups in fall 1998 in their…

The Exploration of Spirituality as a Means of Coping and Persistence in African American Female College Students

ERIC Educational Resources Information Center

Hill, Shelia D.

2009-01-01

The study sought to investigate persisting African American female college students' means of coping. The study used the lens of Womanist Theory, which places the lived experiences of these students at the center of knowledge creation, thus removing their experiences from the margins of society. The study provided insight into the lives of…

Negating Stereotype Threat: Autonomy Support and Academic Identification Boost Performance of African American College Students

ERIC Educational Resources Information Center

Nadler, Dustin R.; Komarraju, Meera

2016-01-01

Using a 2 × 2 factorial design, we examined the effects of stereotype threat and autonomy support on the test performance of 190 African American college students. Participants completed a set of 7 easy and 7 difficult problems from Raven's Progressive Matrices and a survey including measures of Academic Self-Concept, Learning Climate, and…

African American College Women's Body Image: An Examination of Body Mass, African Self-Consciousness, and Skin Color Satisfaction.

ERIC Educational Resources Information Center

Falconer, Jameca Woody; Neville, Helen A.

2000-01-01

Investigated the general and cultural factors associated with body image perceptions of African American female college students. Data from surveys of 124 women at a historically black college indicated that African self-consciousness, skin color satisfaction, and body mass index collectively accounted for significant variance in dimensions of…

Mentors' Perceptions of a University-School Partnership through a Student African American Mentoring Initiative

ERIC Educational Resources Information Center

Gilman, Amanda

2014-01-01

The participants in this study were 10 African American male college mentors at Indiana State University who participated in the Indiana State University Student African American Male Mentor Program, one school counselor, and two members of the Student African American Brotherhood administration. The study examined potential benefits to mentors,…

HIV/AIDS knowledge scores and perceptions of risk among African American students attending historically black colleges and universities.

PubMed

Sutton, Madeline Y; Hardnett, Felicia P; Wright, Pierre; Wahi, Sagina; Pathak, Sonal; Warren-Jeanpiere, Lari; Jones, Sandra

2011-01-01

African American young adults are disproportionately affected by the HIV/AIDS epidemic and often unaware of their personal risk for HIV. Historically black colleges and universities (HBCUs) enroll 25% of college-educated African American young adults and can play an important role in HIV prevention. We examined HIV/AIDS knowledge of students at HBCUs to inform and strengthen our HIV prevention efforts at HBCUs. African American undergraduate HBCU students completed online surveys assessing HIV/AIDS knowledge and behaviors, and we analyzed data to assess their knowledge and behaviors. A total of 1,051 of 1,230 surveys completed (85.4%) were analyzable. Eighty-two percent of students had average/high HIV knowledge scores. Seventy-nine percent of students surveyed perceived themselves to be at low risk for HIV infection; 64% of those who had at least two or more sex partners had not used a condom at last sex encounter. In the final model, significant independent effects were identified for average/high knowledge of HIV risk, including agreeing with assessing a potential partner's HIV risk by all of the five actions listed (adjusted odds ratio [AOR] = 2.7, 95% confidence interval [CI] 1.7, 4.3) and never using a needle to inject drugs (AOR=5.6, 95% CI 3.2, 9.7). Educating students about effectively assessing sex partner risk will improve HIV knowledge and prevention efforts at HBCUs.

Religiosity and HIV risk behaviors in African-American students.

PubMed

Boyd-Starke, Kimberly; Hill, Oliver W; Fife, John; Whittington, Marcina

2011-04-01

The participants were 256 African-American students between the ages of 18 and 25, from two historically Black universities. The purpose of this study was to see how dimensions of religiosity and spirituality influenced the HIV risk behavior in African-American college students. Each participant completed the Expressions of Spirituality Inventory (ESI) and a survey of sexual attitudes, beliefs, and behaviors. The data were analyzed using a series of ANOVAs, t tests, and correlations. The results from the study confirmed that there was a relationship between religiosity/spirituality and one's tendency to engage in HIV risk behaviors in the population of African-American college students. Interestingly, this study was able to reveal that traditional indicators of religiosity, such as association and church attendance, were not predictors of any of the risky sexual behaviors or attitudes. The portions of religiosity with the greatest impact on these behaviors were the Experiential/Phenomenological, the Existential Well-being, and the Cognitive dimensions, with high scores on each indicative of less likelihood of engaging in risky sexual behaviors.

The African American Student Network: An Informal Networking Group as a Therapeutic Intervention for Black College Students on a Predominantly White Campus

ERIC Educational Resources Information Center

Grier-Reed, Tabitha

2013-01-01

Informal support networks as opposed to formal mental health counseling may represent a culture-specific, indigenous style of coping for Black college students. Using the African American Student Network (or as students refer to it AFAM), this article comments on the potential of an informal networking group as a culturally sensitive therapeutic…

Higher Educational Aspirations of African American Male High School Students

ERIC Educational Resources Information Center

Kester, Jonathan

2017-01-01

This quantitative study examined the influence of family, school, and peers on the educational aspirations of African American male high school students in the ninth and tenth grade who live in a small Midwest town. Increasing the higher education aspirations of African American males is the first step needed to attend college, which according to…

A Phenomenological Study: The Shared Experience of African American Community College Students Who Persisted from Remediation, to Graduation and Transfer to a Four-Year College or University

ERIC Educational Resources Information Center

Grady, Damira

2017-01-01

The purpose of this study was to explore the contributing factors that assist African American community college students to persist from remediation, to graduation and transfer to a four-year college or university, and to understand the students' perceptions of their transition experiences better. Schlossberg's (1984, 1995, 2006, 2012) transition…

Hookah and Cigarette Smoking Among African American College Students: Implications for Campus Risk Reduction and Health Promotion Efforts

PubMed Central

Jones, Brittni D.; Cunningham-Williams, Renee M.

2016-01-01

Objective To identify individual and institutional risks and protections for hookah and cigarette smoking among African American (AA) college students. Participants AA college students (n=1,402; mean age=20, range=18–24 years; 75% female) who completed the Fall 2012 American College Health Association–National College Health Assessment II. Methods Respondents were stratified into four mutually exclusive groups by last 30-day smoking status: cigarette-only use (5.1%), hookah-only use (5.9%), dual use (2.4%), and non-use (86.6%). Multinomial logistic regression models identified the relative odds of exclusive and dual hookah and cigarette smoking. Results Current hookah and cigarette smoking rates were comparably low. Age, gender identity, current substance use, interest in tobacco use information, and student population prevailed as risks and protections for hookah and cigarette smoking. Conclusions Campus health promotion campaigns may need to tailor messages to AA students, particularly those who use substances, to underscore the health risks of hookah and cigarette smoking. PMID:26829515

Academic Success of At-Risk African American Male Students Who Receive Culturally Relevant Teaching, College Readiness Preparation, and Mentorship

ERIC Educational Resources Information Center

Taylor, Timothy L.

2016-01-01

This quantitative study analyzed archival data to determine whether a significant difference existed in the reading comprehension scores and student success (enrollment in honors and or advanced placement classes and college after graduation) of at-risk African American male students who received Advancement via Individual Determination/African…

Impact of Demographic Variables on African-American Student Athletes' Academic Performance

ERIC Educational Resources Information Center

Reynolds, Lacey; Fisher, Dwalah; Cavil, J. Kenyatta

2012-01-01

Since the passage of Proposition 48 (NCAA, 1984), African-American student-athletes entering National Collegiate Athletic Association (NCAA) major colleges and universities have meet new challenges in their future as student-athletes. This major change altered the landscape of the future of college athletics particularly for students of color.…

Correlates of HIV risk-taking behaviors among African-American college students: the effect of HIV knowledge, motivation, and behavioral skills.

PubMed Central

Bazargan, M.; Kelly, E. M.; Stein, J. A.; Husaini, B. A.; Bazargan, S. H.

2000-01-01

This study identifies theoretically based predictors of condom use in a sample of 253 sexually active African-American college students recruited from two historically African-American colleges. The Information-Motivation-Behavioral (IMB) skills model of AIDS-preventive behavior was employed to delineate the roles of HIV/AIDS knowledge, experiences with and attitudes toward condom use, peer influences, perceived vulnerability, monogamy, and behavioral skills. A predictive structural equation model revealed significant predictors of more condom use including: male gender, more sexual HIV knowledge, positive experiences and attitudes about condom use, nonmonogamy, and greater behavioral skills. Results imply that attention to behavioral skills for negotiating safer sex and training in the proper use of condoms are key elements in reducing high risk behaviors. Increasing the specific knowledge level of college students regarding the subtleties of sexual transmission of HIV is important and should be addressed. Heightening students' awareness of the limited protection of serial monogamy, and the need to address gender-specific training regarding required behavior change to reduce transmission of HIV should be an additional goal of college health professionals. PMID:10992684

Teaching Modules to Build HIV/AIDS Knowledge and Safer Sex Skills among African-American College Students

ERIC Educational Resources Information Center

Kanekar, Amar; Sharma, Manoj

2011-01-01

The HIV/AIDS epidemic has taken a tremendous toll on the population of the United States. College students, including African-Americans aged 13-24 years, across the nation are susceptible to contracting sexually transmitted diseases including HIV/AIDS as they participate in unsafe sex practices. The purpose of this article is to provide teaching…

HIV/AIDS Knowledge Scores and Perceptions of Risk Among African American Students Attending Historically Black Colleges and Universities

PubMed Central

Sutton, Madeline Y.; Hardnett, Felicia P.; Wright, Pierre; Wahi, Sagina; Pathak, Sonal; Warren-Jeanpiere, Lari; Jones, Sandra

2011-01-01

Objective African American young adults are disproportionately affected by the HIV/AIDS epidemic and often unaware of their personal risk for HIV. Historically black colleges and universities (HBCUs) enroll 25% of college-educated African American young adults and can play an important role in HIV prevention. We examined HIV/AIDS knowledge of students at HBCUs to inform and strengthen our HIV prevention efforts at HBCUs. Methods African American undergraduate HBCU students completed online surveys assessing HIV/AIDS knowledge and behaviors, and we analyzed data to assess their knowledge and behaviors. Results A total of 1,051 of 1,230 surveys completed (85.4%) were analyzable. Eighty-two percent of students had average/high HIV knowledge scores. Seventy-nine percent of students surveyed perceived themselves to be at low risk for HIV infection; 64% of those who had at least two or more sex partners had not used a condom at last sex encounter. In the final model, significant independent effects were identified for average/high knowledge of HIV risk, including agreeing with assessing a potential partner's HIV risk by all of the five actions listed (adjusted odds ratio [AOR] = 2.7, 95% confidence interval [CI] 1.7, 4.3) and never using a needle to inject drugs (AOR=5.6, 95% CI 3.2, 9.7). Conclusions Educating students about effectively assessing sex partner risk will improve HIV knowledge and prevention efforts at HBCUs. PMID:21886325

Stress symptoms among African-American college students after the September 11, 2001 terrorist attacks.

PubMed

Murphy, Ronald T; Wismar, Kieth; Freeman, Kassie

2003-02-01

The current study examined stress reactions to the events of September 11, 2001 among African-American college students not directly exposed to the attacks. Within 3 days of September 11, 219 undergraduates (78.3% women) completed self-report measures assessing stress symptoms and other reactions to the attacks. The results indicated that many students experienced a variety of stress symptoms and distressing thoughts and feelings in response to the events of September 11, including academic problems, concerns about family and friends in the military, and fear about war. Most students were highly distressed by specific attack-related news reports and images. Anger toward persons of Middle Eastern descent was not frequently reported. Later college year and having parents not currently together were predictors of overall stress symptom severity as assessed by the Posttraumatic Stress Disorder Checklist. Later college year also predicted academic problems after September 11. The findings are discussed in terms of intervention implications and suggested directions for future research.

The relationship between racial identity and self-esteem in African American college and high school students.

PubMed

Rowley, S J; Sellers, R M; Chavous, T M; Smith, M A

1998-03-01

The Multidimensional Model of Racial Identity was used to examine the relationship between racial identity and personal self-esteem (PSE) in a sample of African American college students (n = 173) and a sample of African American high school students (n = 72). Racial identity was assessed using the Centrality and Regard scales of the Multidimensional Inventory of Black Identity, whereas the Rosenberg Self-Esteem Scale was used to assess PSE. Four predictions were tested: (a) racial centrality is weakly but positively related to PSE; (b) private regard is moderately related to PSE; (c) public regard is unrelated to PSE; and (d) racial centrality moderates the relationship between private regard and PSE. Multiple regression analysis found that racial centrality and public racial regard were unrelated to PSE in both samples. Private regard was positively related to PSE in the college sample. Racial centrality moderated the relationship between private regard and PSE in both samples, such that the relationship was significant for those with high levels of centrality but nonsignificant for those with low levels.

Impostorism as a Mediator between Survivor Guilt and Depression in a Sample of African American College Students

ERIC Educational Resources Information Center

Austin, Chammie C.; Clark, Eddie M.; Ross, Michael J.; Taylor, Matthew J.

2009-01-01

The purpose of the current study was to explore the mediating effects of impostorism on the association between survivor guilt feelings and self-report depressive symptomatology. Ninety-seven African American college students were asked to complete measures of empathy based survivor guilt, impostor feelings, and depression. Results indicated that…

The Feasibility of an E-Mail-Delivered Intervention to Improve Nutrition and Physical Activity Behaviors in African American College Students

ERIC Educational Resources Information Center

Mackey, Eleanor; Schweitzer, Amy; Hurtado, Maria Eugenia; Hathway, Joanne; DiPietro, Loretta; Lei, Kai Y.; Klein, Catherine J.

2015-01-01

Objectives: To evaluate the feasibility and acceptability of an e-mail-delivered program to promote nutrition and physical activity in African American college students. Participants: Forty-seven students (76% female, aged 18-20 years). Methods: Students participated in a 24-week randomized controlled trial, receiving either general health…

To Test or Not to Test: Barriers and Solutions to Testing African American College Students for HIV at a Historically Black College/University.

PubMed

Hall, Naomi M; Peterson, Jennifer; Johnson, Malynnda

2014-01-01

Young African Americans are disproportionately affected by sexually transmitted infections, including HIV. The purpose was to identify reasons that African American college students at a historically Black college/university (HBCU) identified as barriers to HIV testing, and how these barriers can be removed. Fifty-seven heterosexual-identified undergraduate students (ages 18-25) attending an HBCU in the southeastern US participated in a mixed method study. Latent content analytic techniques were used to code the transcripts for themes and categories, and representative quotations were used in the findings. Quantitative data indicates high levels of perceived knowledge about HIV transmission, low perception of risk and concern of contracting HIV, yet continued sexual risk behavior. Qualitative data indicates three main themes used to avoid testing and three themes to encourage testing. Students were forthcoming in discussing the themes around avoidance of HIV testing (being scared to know, preferring not to know, and lack of discussion about HIV) and encouraging testing (group testing, increasing basic knowledge, and showing the reality of HIV). It is important for college healthcare professionals, researchers, and officials to identify appropriate ways to encourage HIV testing, and promote testing as part of overall health.

Community College Choice and the Role of Undermatching in the Lives of African Americans

ERIC Educational Resources Information Center

Lowry, Kimberly M.

2017-01-01

African American students enroll in 2-year colleges at disproportionately high rates. Little exploration has been conducted on students within this population who could have attended 4-year institutions--a phenomenon known as "undermatching" (Bastedo & Flaster, 2014). This study explores their college choice process, the factors that…

Understanding the Meaning African-American Men Give to Their Student Leadership Involvement and Engagement Activities in College

ERIC Educational Resources Information Center

Brooks, Karl A.

2012-01-01

The purpose of this qualitative, phenomenological study was to explore and gain a deeper understanding of the lived experiences and perceptions of African-American (A-A) men who are persisting in college and who demonstrate participation in co-curricular activities defined as student leadership involvement and engagement activities (SLIEA). The…

How African American and Hispanic High School Students in an Urban Charter High School May Benefit from the Early College High School Model of Receiving College Credits?

ERIC Educational Resources Information Center

Pitchford-Nicholas, Gloria Jean

2015-01-01

The preparedness of students to enter college is an ongoing issue of national concern. The purpose of the study was to conduct a mixed method descriptive case study to answer the question: "How African-American and Hispanic High School Students in an Urban Charter High School may benefit from the Early College High School Model of receiving…

College and Career Readiness for Gifted African American Girls: A Call to School Counselors

ERIC Educational Resources Information Center

Mayes, Renae D.; Hines, Erik M.

2014-01-01

Current literature on college and career readiness highlights the role of educators in promoting the success of all students. However, few studies have focused on the specific needs of gifted African American girls. This article discusses the school experiences and career development of gifted African American girls and it provides a culturally…

To Break Away or Strengthen Ties to Home: A Complex Issue for African American College Students Attending a Predominantly White Institution

ERIC Educational Resources Information Center

Guiffrida, Douglas

2005-01-01

African American students and former students from a predominantly white institution (PWI) were interviewed to understand their perceptions regarding the impact of their families on their academic achievement and persistence. The characteristics of families that students perceived to support and hinder their academic success at college are…

Successfully Educating Our African-American Students

ERIC Educational Resources Information Center

Moncree-Moffett, Kareem

2013-01-01

The purpose of this empirical study was to explore the lived experiences of African American retired female teachers who have prior experience with educating urban African American students in public schools. Also explored are the experiences of active African American female teachers of urban African American students and comparisons are…

Understanding Physical Activity Behavior in African American and Caucasian College Students: An Application of the Theory of Planned Behavior

ERIC Educational Resources Information Center

Blanchard, Chris; Fisher, Janet; Sparling, Phil; Nehl, Erich; Rhodes, Ryan; Courneya, Kerry; Baker, Frank

2008-01-01

Only 30% of college students meet the recommended amount of physical activity (PA) for health benefits, and this number is lower for African American students. Moreover, the correlates of PA may vary by ethnicity. Objective: In the present study, the authors tested the utility of the theory of planned behavior for explaining PA intentions and…

African American Factors for Student Success: Implications for Families and Counselors

ERIC Educational Resources Information Center

Herndon, Michael K.; Moore, James L., III

2002-01-01

Many students who navigate the terrain of higher education often seek support during their journeys through college. The purpose of this article is to examine the different kinds of support African American students receive from family during the college years. After doing a comprehensive review of the literature on word combinations such as…

Kanter's Theory of Tokenism and the Socialization of African American Students Attending Midwestern University

ERIC Educational Resources Information Center

Mallett, Justin R.

2013-01-01

This study analyzed how Kanter's theory of tokenism and its related concepts of performance pressure, social isolation and role entrapment can be used to understand the socialization of African American students at a small Midwestern college. Sixteen African American students were interviewed in focus groups to examine various aspects of their…

Sisters in the Struggle: African American Female Graduate Students Coping with Racism and Racism-Related

ERIC Educational Resources Information Center

Foster, Kelsie

2013-01-01

This study examined if coping was predictive of perceived racism and racism related stress of African American female graduate students. Participants were 217 African American female graduate students attending Predominantly White Institutions (PWIs), Hispanic Serving Institutions (HSIs) and Historically Black Colleges and Universities (HBCUs) and…

Withstanding Our Status as Outsiders-Within: Professional Counterspaces for African American Women Student Affairs Administrators

ERIC Educational Resources Information Center

West, Nicole M.

2017-01-01

Although engagement in social and academic counterspaces has been studied as a strategy used by African American college students to withstand racially inhospitable campus climates, very little research documents the impact of professional counterspaces on African American women student affairs administrators. The purpose of this basic…

The Effects of Maternal Parenting Style and Religious Commitment on Self-Regulation, Academic Achievement, and Risk Behavior among African-American Parochial College Students

ERIC Educational Resources Information Center

Abar, Beau; Carter, Kermit L.; Winsler, Adam

2009-01-01

This study explored relations between religiosity, both parent and student, and maternal parenting style and student academic self-regulation, academic achievement, and risk behavior among African-American youth attending a parochial college. Eighty-five students completed self-report survey measures of religiosity, self-regulation, academic…

Persistence among African American Males in the Honors College

ERIC Educational Resources Information Center

Anderson Goins, Johnell Roxann

2014-01-01

Retaining African American students, specifically African American males, is an issue that plagues the American higher education system. Research shows that African American male students are the lowest represented group in the gifted studies programs (Ford, 2010). Lockie and Burke (1999); Chen and DeJardins (2010) and Bell (2010a) found that…

A Phenomenologicial Narrative Study of African American Male Community College Instructors

ERIC Educational Resources Information Center

Wallace, Jerry L.

2014-01-01

This qualitative phenomenological research study used narrative inquiry to explore the lived experiences of African American male community college instructors using interviews, classroom observations, and personal testimonies conducted at a Southeast Texas community college. Brown (2009) previously conducted a study on African American male…

A Study Comparing the Academic Achievement of African American Male Students Enrolled in Two Types of Nontraditional High Schools

ERIC Educational Resources Information Center

Rutledge, Anthony B.

2010-01-01

This study examined the relationship of the achievement of African American male students enrolled in an early college high school to those enrolled in a performing arts high school. The Georgia High School Graduation Test (GHSGT) scores of the 11th-grade African American male students from an early college high school were compared to the GHSGT…

Mental Health Help-Seeking Intentions among International and African American College Students: An Application of the Theory of Planned Behavior

ERIC Educational Resources Information Center

Mesidor, Jean Kesnold; Sly, Kaye F.

2014-01-01

This study examined the relationship between social-cognitive factors (e.g., attitudes, subjective norms, and perceived behavioral control), psychological distress, and help-seeking intentions for a sample of 111 international and African American college students. The results of this study showed that the Theory of Planned Behavior (TPB)…

African American Men in College

ERIC Educational Resources Information Center

Cuyjet, Michael J., Ed.

2006-01-01

This book is a much-needed resource that includes examples of real-world programs and activities to enhance academic success in the college environment for African American men. The examples are collected from a variety of institutions across the country. With contributions from leading practitioners and scholars in the field, this book explores…

Faith in Counseling: A Qualitative Examination of the Experiences of African American College Students with the Integration of Religion and Spirituality into Counseling

ERIC Educational Resources Information Center

Blash, Daniel L.

2010-01-01

This qualitative study explored the integration of religion and spirituality in counseling among six African American Christian college students ranging from age 26-48. Specifically, attention was given to the circumstances that either facilitated or discouraged the student's willingness to include their faith system in counseling. Thematic…

Principals and School Counselors: Separate Entities in Identifying Achievement Gaps in College Readiness for African American Students With Disabilities

ERIC Educational Resources Information Center

Roberts, Laura A.; Bouknight, Tamisha M.

2015-01-01

This case illustrates an example of how one school relied solely on aggregate data and failed to address the college readiness needs of African American students with disabilities. However, the way in which the school counselor identified this opportunity gap may not have been the most ethical approach, and now she is faced with a dilemma. This…

The African American Student Network: Creating Sanctuaries and Counterspaces for Coping with Racial Microaggressions in Higher Education Settings

ERIC Educational Resources Information Center

Grier-Reed, Tabitha L.

2010-01-01

African American college students face a number of race-related stressors on predominantly White campuses. The African American Student Network is described as a potential humanistic counterspace to provide a sanctuary for these students when coping with racial microaggressions. The development and study of future humanistic interventions in this…

Gender, mathematics, reading comprehension and science reasoning as predictors of science achievement among African-American students at a historical black college or university

NASA Astrophysics Data System (ADS)

Davis, Consuella Artiemese

This study investigated predictors that influence the science achievement of African-American non-science majors in a Physical Science class. The population consisted of male and female college students enrolled in Physical Science courses at a historical black college or university (HBCU) located in the southeastern portion of the United States. A personal data information sheet was administered to 120 participants during the Fall of 2008. The personal data information sheet consisted of questions pertaining to the high school courses, students took in math, language arts and science. It also consisted of basic background information. Students also gave written consent for their midterm and final grades earned in Physical Science to be used in the study as part of the analyses. A t-Test including chi-square tests revealed that there was not a significant difference in the raw scores of African-American females and African American males on the American College Test. A significant difference was not observed between the females and males on the ACT math subtest, t (118) = -.78, p = .43; reading comprehension subtest, t (118) = -1.44, .15 or on the science reasoning subtest, t (118) = -1.46, p = .15. A significant difference was not found between the final grades of African American females and the final grades of African American males. Chi-square tests were conducted to determine goodness of fit, X2 = 6.11, df = 1, p = .191. Although the grades of females were higher than males, results were not significant. The correlation between math ACT and final grades were not significant, r = .131, N = 120, p = .155, reading comprehension ACT and final grades were not significant, r = .072, N = 120, p = .434 and science reasoning ACT and final grades were found not to be significant, r = .109, N = 120, p = .237. Being that the majority of students who participated in the study were from one state, had similar high school backgrounds, had similar majors and were similar in

Predicting the Persistence of Full-Time African-American Students Attending 4-Year Public Colleges: A Disaggregation of Financial Aid Packaging and Social and Academic Integration Variables

ERIC Educational Resources Information Center

Smith, Curt L.

2010-01-01

The purpose of the study was to investigate to what extent do demographic characteristics, high school experience, aspirations and achievement, college experience-academic integration, college experience-social integration, financial aid, and price influence the first-year persistence of African-American students attending 4-year public colleges.…

Psychological Orientation, Perceptions of Institutional Climate, and Their Relationship to the Social and Academic Adjustment of African American Community College Students

ERIC Educational Resources Information Center

Scott, Johnny

2016-01-01

When examined more thoroughly, the complexities created by the discrepancies between admission and graduation of African American students point to the impact of their psychological orientation to community college. It simultaneously highlights the degree of their mainstream orientation experience and its impact on their perceptions of…

An Analysis of Stereotype Threat in African American Engineering Students at Predominantly White, Ethnically Diverse, and Historically Black Colleges and Universities

ERIC Educational Resources Information Center

Sparks, David M.

2013-01-01

The purpose of this research was to distinguish the similarities and differences in coping strategies of African American engineering students by analyzing their perceptions of stereotype threat at three academic institution types, Predominantly White Institutions (PWI), ethnically diverse, and Historically Black Colleges and Universities (HBCUs).…

Making a Way to Success: Self-Authorship and Academic Achievement of First-Year African American Students at Historically Black Colleges

ERIC Educational Resources Information Center

Strayhorn, Terrell L.

2014-01-01

The purpose of the study was to estimate the relationship between academic achievement in college, as defined by first-year grade point average (GPA), and self-authorship among African American first-year students at an HBCU (N = 140), using hierarchical linear regression techniques. A single research question guided this investigation: What is…

Race Still Matters: How Race Influences Success and Satisfaction for African American College Students

ERIC Educational Resources Information Center

Campbell, Santiba D.

2010-01-01

Research by the American Council on Education (Wilds, 2000) has shown that while graduation rates for African Americans have increased, they are still below that of Whites. This difference may be explained by race. It is probable that African American students are facing more experiences with racial discrimination or other factors that make their…

African American Students and U.S. High Schools. Fact Sheet

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2008

2008-01-01

This fact sheet highlights the statistics of the status of the African American students living in the continental United States in terms of: population; graduation, dropouts, and preparedness; schools, segregation, and teacher quality; and special, gifted, and college preparatory education. According to the National Center for Education…

Writing Experiences and Expectations of African American Students: Two Year College Composition Course

ERIC Educational Resources Information Center

Khan, Sakeena

2017-01-01

This dissertation study has sought to understand both the experiences and expectations provided to students participating in a single basic writing course at a two-year college. Analysis of student writing artifacts, with the goal of comparing 21st century student written purpose with the written purposes shown in 19th century African American…

Satisfaction and Retention among African American Men at Two-Year Community Colleges

ERIC Educational Resources Information Center

Strayhorn, Terrell L.

2012-01-01

A large majority of African American males begin their postsecondary education careers at two-year community colleges. Prior research has focused largely on Black students at four-year institutions, and even theoretical work has assumed that influences on retention are the same at two-year and four-year institutions. Drawing on Tinto's (1993)…

Profiles of African American College Students’ Alcohol Use and Sexual Behaviors: Associations With Stress, Racial Discrimination, and Social Support

PubMed Central

Metzger, Isha W.; Cooper, Shauna M.; Ritchwood, Tiarney D.; Onyeuku, Chisom; Griffin, Charity Brown

2017-01-01

Though studies show that alcohol use and sexual activity increase during emerging adulthood, few studies examine within–ethnic group differences, particularly among African American college students. This investigation utilized a latent class analytic methodology to identify risk behavior profiles of alcohol use (frequency and amount of alcohol consumed), sexual activity (number of intimate partners), and co-occurring risk behaviors (drinking before sexual intercourse) among 228 African American college students. This investigation also examined whether identified risk behavior profiles were associated with stress (interpersonal, intraperso-nal, academic, and environmental), experiences of racial discrimination, and social support (from family, friends, and the college community). Results identified five distinct profiles within this sample: (a) High Sexual Risk—above-average sexual activity; (b) Abstainers—below-average alcohol use and sexual activity; (c) Low Risk—average alcohol use and sexual activity; (d) Alcohol Risk—above-average alcohol use and below-average sexual activity; and (e) Co-Occurring Risk—above-average alcohol use and sexual activity. Identified profiles differed across interpersonal and environmental stress, and self-reported frequency of experiences with racial discrimination. Implications for prevention programs and interventions aimed at reducing alcohol and sexual activity for African American college students are discussed. PMID:27215314

African American Students in a California Community College: Perceptions of Cultural Congruity and Academic Self-Concept within a Black Culture Center

ERIC Educational Resources Information Center

James, Tenisha Celita

2017-01-01

This study focused on the cultural congruity and academic self-concept of African American students in a community college setting who participated in a Black Culture Center. The purpose of this quantitative correlational study was to examine the relationship between cultural congruity and academic self-concept through the following two research…

Underserved, Underrepresented, Unprepared: Experiences of African American Females in Community College with Barriers to Academic Success

ERIC Educational Resources Information Center

Jobe, LaWanda D.

2013-01-01

African American women are enrolling and returning to college in large numbers across many community college campuses, especially those women who would be characterized as nontraditional students. This qualitative study examined and analyzed the experiences, stresses, and coping mechanisms of first generation, nontraditional, single parent,…

Siblings and Gender Differences in African-American College Attendance

ERIC Educational Resources Information Center

Loury, Linda Datcher

2004-01-01

Differences in college enrollment growth rates for African-American men and women have resulted in a large gender gap in college attendance. This paper shows that, controlling for spurious correlation with unobserved variables, having more college-educated older siblings raises rather than lowers the likelihood of college attendance for…

The Attainment of a Science Degree by African American College Students at Arizona State University: An Investigation to Identify The Barriers and Affordances

NASA Astrophysics Data System (ADS)

Boyce, Quintin

Historically, African American students have been underrepresented in the fields of science, technology, engineering and mathematics (STEM). If African American students continue to be underrepresented in STEM fields, they will not have access to valuable and high-paying sectors of the economy. Despite the number of African Americans in these fields being disproportionately low, there are still individuals that persist and complete science degrees. The aim of this study was to investigate African American students who excel in science at Arizona State University and examine the barriers and affordances that they encounter on their journey toward graduation. Qualitative research methods were used to address the research question of the study. My methodology included creating a case study to investigate the experiences of eight African American undergraduate college students at Arizona State University. These four male and four female students were excelling sophomores, juniors, or seniors who were majoring in a science field. Two of the males came from lower socioeconomic status (SES) backgrounds, while two of the males were from higher SES backgrounds. The same applied to the four female participants. My research utilized surveys, semistructured interviews, and student observations to collect data that was analyzed and coded to determine common themes and elements that exist between the students. As a result of the data collection opportunities, peer support and financial support were identified as barriers, while, parental support, financial support, peer support, and teacher support were identified as affordances. In analyzing the data, the results indicated that for the student subjects in this study, sex and SES did not have any relationship with the barriers and affordances experienced.

Sociocultural influences on eating attitudes and behaviors, body image, and psychological functioning: a comparison of African-American, Asian-American, and Caucasian college women.

PubMed

Akan, G E; Grilo, C M

1995-09-01

Eating attitudes and behaviors, body image, and psychological functioning were evaluated in 98 female college students: 36 African-Americans, 34 Asian-Americans, and 28 Caucasians. African-Americans had significantly higher body mass index than either Asian-American or Caucasians. In contrast, Caucasians reported greater levels of disordered eating and dieting behaviors and attitudes and greater body dissatisfaction than did Asian-Americans and African-Americans who differed little on these measures. The nature of variability in these eating behaviors and attitudes and body image was also examined within each of the three groups. A generally consistent pattern emerged within each racial group: low self-esteem and high public self-consciousness were associated with greater levels of problematic eating behaviors and attitudes and body dissatisfaction. A history of being teased about weight and size was associated with problematic eating behaviors and attitudes and body dissatisfaction in African-Americans and Caucasians but not in Asian-Americans. The findings suggest that there exist important racial differences on various aspects of eating, dieting, and body image in college women. Contrary to hypothesis, the degree of acculturation and assimilation within the African-American and Asian-American groups was unrelated to variability in these domains.

Obesity Status and Body Satisfaction: Are There Differences between African American College Females at Black and White Universities?

ERIC Educational Resources Information Center

James, Delores C. S.; Bonds, Jennifer R.

2006-01-01

The goals of this project were to 1) assess obesity status and body satisfaction among African American college students, and 2) to compare differences in these variables between students at a predominantly white university (PWU) and a historically black college and university (HBCU). Four hundred and two undergraduate females completed a…

Career Decision-Making and College and Career Access among Recent African Immigrant Students

ERIC Educational Resources Information Center

Wambu, Grace; Hutchison, Brian; Pietrantoni, Zachary

2017-01-01

The number of African immigrant youth in American classrooms is on the rise. School counselors are uniquely positioned to help these students to be college and career ready. Using the Social Cognitive Career Theory framework, this article aims to address the unique career development needs, college and career access challenges faced by African…

A mediational model of racial discrimination and alcohol-related problems among african american college students.

PubMed

Boynton, Marcella H; O'Hara, Ross E; Covault, Jonathan; Scott, Denise; Tennen, Howard

2014-03-01

Racial discrimination has been identified as an important predictor of alcohol-related outcomes for African Americans. The goal of the current study was to extend previously found links between lifetime discrimination, alcohol use, and alcohol problems as well as to elucidate the affective mechanisms underlying these associations, as moderated by gender. A multiple-groups structural equation model was computed using survey data collected from 619 students from a historically Black college/university. The final model provided excellent fit to the data, explaining 6% of the variance in alcohol consumption and 37% of the variance in alcohol problems. Discrimination was a significant predictor of alcohol-related problems but not, by and large, level of use. For men, anger-but not discrimination-specific anger-was a significant partial mediator of the link between discrimination and both alcohol use and alcohol problems. Depression partially mediated the link between discrimination and alcohol problems for both men and women. The results suggest that, for African Americans whose drinking leads to drinking-related problems, discrimination and poor affective self-regulation are highly relevant and predictive factors, especially for men.

Beyond Conventional Wisdom: Community Cultural Wealth and the College Knowledge of African American Youth in the United States

ERIC Educational Resources Information Center

Holland, Nicole E.

2017-01-01

African American youth are generally as likely as their peers from other racial and ethnic groups to aspire to earn a college degree; yet, in spite of their aspirations these students remain under-represented in college enrollment and graduation. Part of the disparity between these students' aspirations and the realization of their goals may lie…

A Qualitative Study of African American Women in Engineering Technology Programs in Community Colleges

ERIC Educational Resources Information Center

Blakley, Jacquelyn

2016-01-01

This study examined the experiences of African American women in engineering technology programs in community colleges. There is a lack of representation of African American women in engineering technology programs throughout higher education, especially in community/technical colleges. There is also lack of representation of African American…

Using the PRECEDE-PROCEED model for an online peer-to-peer suicide prevention and awareness for depression (SPAD) intervention among African American college students: experimental study.

PubMed

Shanta Bridges, Ledetra; Sharma, Manoj; Lee, Jung Hye Sung; Bennett, Russell; Buxbaum, Sarah G; Reese-Smith, Jacqueline

2018-01-01

Background: Suicide rates are high among African American students because they are at a greater risk of depression. A commonly used suicide prevention approach is the gatekeeper training. However, gatekeeper training is neither evidence-based nor has it been identified as culturally-appropriate for African American college students. Therefore, the purpose of this study was to develop and evaluate an online peer-to-peer PRECEDE-PROCEED model based depression awareness and suicide prevention program that was culturally appropriate for African American college students. Methods: The setting was a predominantly Black institution in southern USA. A pre-experimental repeated measures one group design was used to measure changes in peer educators' (n = 29) predisposing factors regarding knowledge, skills and attitudes pertaining to depression, reinforcing factors or receiving support from peers, healthcare professionals and teachers to help someone with depression, enabling factors or sureness of finding organizations to help someone with depression, and behavior for helping someone with depression at pretest, posttest and 1-month follow-up. A posttest only one group design was also used to measure effect on predisposing factors and behavior of students (n = 300) trained by peer educators. Results: There were statistically significant improvements in attitudes related to depression as disease (P = 0.003; η 2 = 0.39), attitudes about managing depression (P = 0.0001; η 2 = 0.30), skills(P = 0.0001; η 2 = 0.41), reinforcing factors (P = 0.018; η 2 = 0.13), enabling factors (P = 0.0001;η 2 = 0.31), and behavior (P = 0.016; η 2 = 0.14). Changes in knowledge about depression and attitudes about helping people with depression were not statistically significant over time for peer educators. The peer-to-peer training was not completely effective in transferring corresponding changes for students trained by peers. Conclusion: The program was effective for peer educators but

African American Students at Predominantly White Institutions: A Motivational and Self-Systems Approach to Understanding Retention

ERIC Educational Resources Information Center

Rodgers, Kelly A.; Summers, Jessica J.

2008-01-01

Predominantly White institutions have not been as effective as historically Black institutions in retaining and conferring degrees upon African American college students. This review seeks to embed the psychological aspects of the retention process proposed by Bean and Eaton ["A psychological model of college student retention." In J. M. Braxton…

Prevalence of overweight and obesity among Seventh-day Adventist African American and Caucasian college students.

PubMed

Pawlak, Roman; Sovyanhadi, Marta

2009-01-01

All age, sex, and racial groups are affected by the obesity epidemic in the United States, although disparities exist among these groups. The Seventh-day Adventists are a religious group of people who are believed to live longer and healthier lives than do their non-Adventist counterparts because they do not smoke or drink alcohol and they eat a healthier diet. This study assessed the prevalence of overweight and obesity among Seventh-day Adventist college students attending 2 private universities in the southern United States. Most students' body mass index (65.8%) was within the normal weight category, 3.7% were underweight, 20.6% were overweight, and 9.9% were obese. Body mass index > or = 25 kg/m2 was more prevalent among men and African Americans. In all ethnic subgroups, the prevalence of overweight and obesity was lower than that among non-Adventist students reported in other studies.

Longitudinal relationships between college education and patterns of heavy drinking: a comparison between Caucasians and African-Americans.

PubMed

Chen, Pan; Jacobson, Kristen C

2013-09-01

The current study compared longitudinal relationships between college education and patterns of heavy drinking from early adolescence to adulthood for Caucasians and African-Americans. We analyzed data from 9,988 non-Hispanic Caucasian and African-American participants from all four waves of the National Longitudinal Study of Adolescent Health. Growth curve modeling tested differences in rates of change and levels of heavy drinking from ages 13 to 31 years among non-college youth, college withdrawers, 2-year college graduates, and 4-year college graduates, and compared these differences for Caucasians and African-Americans. There were significant racial differences in relationships between college education with both changes in and levels of heavy drinking. Rates of change of heavy drinking differed significantly across the college education groups examined for Caucasians but not for African-Americans. In addition, Caucasians who graduated from 4-year colleges showed the highest levels of heavy drinking after age 20 years, although differences among the four groups diminished by the early 30s. In contrast, for African-Americans, graduates from 2- or 4-year colleges did not show higher levels of heavy drinking from ages 20 to 31 years than the non-college group. Instead, African-American participants who withdrew from college without an associate's, bachelor's, or professional degree consistently exhibited the highest levels of heavy drinking from ages 26 to 31 years. The relationship between college education and increased levels of heavy drinking in young adulthood is significant for Caucasians but not African-Americans. Conversely, African-Americans are likely to be more adversely affected than are Caucasians by college withdrawal. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Longitudinal relationships between college education and patterns of heavy drinking: A comparison between Caucasians and African Americans

PubMed Central

Chen, Pan; Jacobson, Kristen C.

2013-01-01

Purpose The current study compared longitudinal relationships between college education and patterns of heavy drinking from early adolescence to adulthood for Caucasians and African Americans. Methods Data were collected from N=9,988 non-Hispanic Caucasian and African American participants from all four waves of the National Longitudinal Study of Adolescent Health. Growth curve modeling tested differences in rates of change and levels of heavy drinking from ages 13–31 among non-college youth, college withdrawers, 2-year-college graduates, and 4-year-college graduates, and compared these differences for Caucasians and African Americans. Results There were significant racial differences in relationships between college education with both changes in and levels of heavy drinking. Rates of change of heavy drinking differed significantly across the college education groups examined for Caucasians but not for African Americans. In addition, Caucasians who graduated from 4-year colleges showed the highest levels of heavy drinking after age 20, although differences between the four groups diminished by the early 30s. In contrast, for African Americans, graduates from 2- or 4-year colleges did not show higher levels of heavy drinking from ages 20–31 than the non-college group. Instead, African American participants who withdrew from college without an associate’s, bachelor’s, or professional degree consistently exhibited the highest levels of heavy drinking from ages 26–31. Conclusions The relationship between college education and increased levels of heavy drinking in young adulthood is significant for Caucasians but not African Americans. Conversely, African Americans are likely to be more adversely affected than Caucasians by college withdrawal. PMID:23707401

Factors Influencing Generation Y African Americans in Their Choice for College Education: An Empirical Case Study of Fort Valley State University Students

ERIC Educational Resources Information Center

Gyapong, Samuel K.; Smith, Thomas

2012-01-01

In an effort to assist a newly appointed Public Relations Officer to determine the most effective way to promote the institution to college-bound Generation Y African-Americans we offered to conduct a survey research of our current students. The results were very revealing and have been used successfully to increase enrollment to historically high…

Predicting Academic Success of First-Time College-Bound African American Students at a Predominantly White Four-Year Public Institution: A Preadmission Model

ERIC Educational Resources Information Center

Redmond, M. William, Jr.

2011-01-01

The purpose of this study is to develop a preadmission predictive model of student success for prospective first-time African American college applicants at a predominately White four-year public institution within the Pennsylvania State System of Higher Education. This model will use two types of variables. They are (a) cognitive variables (i.e.,…

Sex-Related HIV/AIDS Prevention among African American College Students: Issues for Preventive Counseling.

ERIC Educational Resources Information Center

Braithwaite, Ronald; Stephens, Torrance; Sumpter-Gaddist, Bambi W.; Murdaugh, Henry; Taylor, Sandra; Braithwaite, Kisha

1998-01-01

Examines condom use during oral and anal sex among 1593 African-American college undergraduates. Findings suggest a high level of concordance between men and women on several measures. However, female participants were more likely to use condoms during oral and anal sex than were males. (Author/MKA)

Predictors of Academic Achievement for African American Males at a Predominantly White Institution

ERIC Educational Resources Information Center

Watson, Jarvis M.

2013-01-01

African American male college students are graduating at rates lower than their White male college counterparts. This epidemic is a result of the historical implications of institutional racism within American society. Despite these barriers, there are African American males that achieve academically and graduate college. This phenomenological…

Racial-Ethnic Differences in Social Anxiety among College Students

ERIC Educational Resources Information Center

LeSure-Lester, G. Evelyn; King, Nancy

2004-01-01

The present study investigated racial-ethnic differences in social anxiety among college students in two-year colleges. The sample consisted of 189 Asian American, African American, White American, and Hispanic American students from two colleges in the Southeast. Participants completed a questionnaire measure of social anxiety. The results…

African-American students' perceptions of their majors, future professions, and the dietetics major and profession: a qualitative analysis.

PubMed

Felton, Teena M; Nickols-Richardson, Sharon M; Serrano, Elena; Hosig, Kathy W

2008-07-01

African-American professionals are underrepresented in the profession of dietetics. This preliminary qualitative study identified African-American students' perceptions of their majors, future professions, and the dietetics major/profession to understand why they did or did not enter dietetics. It was hypothesized that dietetics students chose dietetics primarily for altruistic reasons, whereas students in other fields of study did not choose dietetics due to lack of awareness of dietetics. To learn students' views, African-American college students engaged in elicitation interviews or focus group discussions. Twenty-eight women and 12 men participated. Phenomenologic analysis identified common themes and meanings: African-American students selected their majors for a variety of reasons, including desire to help people, interest in the field, recommendation from an adult, and family influence. African-American students in fields of study other than dietetics believed that the dietetics major was not selected due to lack of awareness about dietetics. Both dietetics students and students in other fields of study perceived versatility, ability to work with/help people, and to have an influence as positive qualities about their future professions. Advanced degree and training requirements, lack of diversity, and low salary were identified as negative qualities about future professions. African-American students in fields of study other than dietetics had not been exposed to the dietetics major, careers, and profession. Recruitment efforts should begin early to increase the number of African-American students in dietetics.

African American or Female: How Do We Identify Ourselves?

ERIC Educational Resources Information Center

Bowman, Sharon L.; And Others

African American female college students attending either a predominantly African American or predominantly White coed institution were surveyed about their racial identity levels, sex role attitude levels, and perceptions of racism and sexism in a school-related vignette. There were 95 participants from the predominantly African American…

The perspectives and experiences of African American students in an informal science program

NASA Astrophysics Data System (ADS)

Bulls, Domonique L.

Science, technology, engineering, and mathematics (STEM) fields are the fastest growing sectors of the economy, nationally and globally. In order for the United States (U.S.) to maintain its competitiveness, it is important to address STEM experiences at the precollege level. In early years, science education serves as a foundation and pipeline for students to pursue STEM in college and beyond. Alternative approaches to instruction in formal classrooms have been introduced to engage more students in science. One alternative is informal science education. Informal science education is an avenue used to promote science education literacy. Because it is less regulated than science teaching in formal classroom settings, it allows for the incorporation of culture into science instruction. Culturally relevant science teaching is one way to relate science to African American students, a population that continually underperforms in K-12 science education. This study explores the science perspectives and experiences of African American middle school students participating in an informal science program. The research is framed by the tenets of culturally relevant pedagogy and shaped by the following questions: (1) What specific aspects of the Carver Program make it unique to African American students? (2) How is culturally relevant pedagogy incorporated into the informal science program? (3) How does the incorporation of culturally relevant pedagogy into the informal science program influence African American students' perceptions about science? The findings to the previously stated questions add to the limited research on African American students in informal science learning environments and contribute to the growing research on culturally relevant science. This study is unique in that it explores the cultural components of an informal science program.

An Exploration of African American Students' Attitudes toward Online Learning

ERIC Educational Resources Information Center

Okwumabua, Theresa M.; Walker, Kristin M.; Hu, Xiangen; Watson, Andrea

2011-01-01

The current work presents exploratory research findings concerning African American students' attitudes toward online learning. The Online Tutoring Attitudes Scale (OTAS; Graff, 2003) was administered to 124 African American students in a positive youth development program. Findings suggest that African American students' attitudes toward…

Engagement and Mentoring as Predictors of Graduation for African American Males in Community Colleges

ERIC Educational Resources Information Center

Staples, Kevin D.

2017-01-01

The purpose of this study was to determine if engagement and mentoring of African American male students were a predictor of graduation. The participants of the study were engaged with mentors, instructors and learning communities from the beginning of their community college experience. This research study was guided by the two primary questions:…

Relationship Status, Psychological Orientation, and Sexual Risk Taking in a Heterosexual African American College Sample

ERIC Educational Resources Information Center

Winfield, Evelyn B.; Whaley, Arthur L.

2005-01-01

The present study examined relationship status, psychological orientation toward sexual risk taking, and other characteristics as potential correlates of risky sexual behavior in a sample of 223 heterosexual African American college students. Risky sexual behavior was investigated as a multinomial variable (i.e., abstinence, consistent condom use,…

Beyond a High School Diploma: The Motivations of Adult African American Women Returning to College

ERIC Educational Resources Information Center

Miles, Trenia L.

2009-01-01

The primary purpose of this study was to identify adult African American women undergraduate students' motivations for enrolling in college as measured by Boshier's (1982) Education Participation Scale (EPS). The secondary purpose was to determine if there were differences in motivations based on choice of institutional enrollment and if…

Similarities and Differences in Homophobia among African Americans versus Caucasians.

ERIC Educational Resources Information Center

Schulte, Lisa J.

2002-01-01

Conducted three studies to examine similarities and differences in homophobia among African American and white college students. Survey data indicated that while there were similarities in homophobia among the groups, differences existed in the level of negativity expressed. African American students expressed more negativity than did white…

The experiences of African American graduate students: A cultural transition

NASA Astrophysics Data System (ADS)

Joseph, Joretta

Historically Black Colleges and Universities (HBCU) have long been an intellectual resource for the African American community. HBCUs have provided and continue to provide an educational pathway for many Black students, particularly women who seek graduate and advanced degrees. However, despite the overwhelmingly positive presence of HBCU in the African American community, the academic training of students who graduate from HBCUs may be perceived as insufficient by predominantly White graduate institutions (PWIs). As a result, African American students who are not well integrated into their respective departmental communities and cultures at PW/is are likely to leave graduate school. Thus the continuing loss of talented people, potential research, role models for society, and the next generation of African American students in the fields of math, engineering, and the sciences (STEM) create a segregated and limited university environment. Studies in the field that attempt to provide insight in to experiences of underrepresented students are ultimately beneficial. However, often such studies do not address the process of adapting to the culture of a predominantly white institution (PWI), particularly within white and male dominated fields such as mathematics and the sciences. Research has also indicated that the first two years at a predominantly white graduate institution is the crucial transitional period for students of color, and it is this transitional moment in time that is the focus of this study. I consider how students make the transition from HBCU to majority institutions, and what impact this transition has on their persistence and commitment to their discipline. The limited amount of research that does address the experiences of minority doctoral students in math and science is usually coupled with the experiences of women. However, race and gender are not linear or additive. It cannot be assumed that the same factors that effect the under representation

"A Tug of War for Our Minds:" African American High School Students' Perceptions of Their Academic Identities and College Aspirations

ERIC Educational Resources Information Center

Howard, Tyrone Caldwell

2003-01-01

The research examining African American high school students' perceptions of their academic identities has been limited. Yet, multitudes of other sources have contributed to the discussion on how to reverse the perennial underachievement of many African American students. This qualitative study attempts to provide a space for African American high…

Successfully Navigating through College: Voices of African American Males

ERIC Educational Resources Information Center

Anumba, Ethel

2015-01-01

The purpose of this study was to identify the factors that facilitated college persistence and retention among African American males who were enrolled in an undergraduate program at two four-year public universities in Southern California. This research addressed the growing problem of college attrition among Black males by conducting an in-depth…

African American Male College Students Navigate to Achieve: The Relationship among College Adjustment Experiences, Coping, and GPA for Black Males at Two Predominantly White Institutions

ERIC Educational Resources Information Center

Walters, Sabrina Denise

2017-01-01

African American males face daunting obstacles as they pursue higher education as research has shown. This study sought to better understand the impact of specific factors--social support, racial identity, perceived racial discrimination, coping, and religious coping--on the academic achievement of African American male college student…

Investigating Instructional Practices of an African American Male Mathematics Teacher with Underachieving African American Male Students

ERIC Educational Resources Information Center

Muhammad, Rhonda K.

2012-01-01

This qualitative study examined the instructional practices of an experienced African American mathematics teacher to determine his perceived capabilities in augmenting academic proficiency for his African American male students. Provided in this descriptive case study are the lived experiences of an African American male teacher working to move…

Lessons in Success: A Multi-Campus Study of Factors Influencing Academic Accomplishment among High-Achieving African American Students at Private Liberal Arts Colleges

ERIC Educational Resources Information Center

Johnson, Ryan A.

2013-01-01

The purpose of this study was to explore the academic experiences of highly successful African-American male graduates of small, private liberal arts colleges using a qualitative approach. Fourteen highly successful alumni from selective, private colleges were purposefully selected for the study, including seven African-American males and seven…

Judgement Accuracy in Body Preferences among African Americans.

ERIC Educational Resources Information Center

Patel, Kushal A.; Gray, James J.

2001-01-01

Examined whether African Americans accurately estimated levels of thinness preferred by the opposite gender. College students rated pictures of figures approximating their current figure, their ideal figure, the figure most likely to attract the opposite gender, and the opposite gender figure they found most attractive. African American women…

Colleges in the Making of Manhood and Masculinity: Gendered Perspectives on African American Males

ERIC Educational Resources Information Center

Dancy, T. Elon, II

2011-01-01

Using an interdisciplinary approach, this paper explores the ways in which colleges become sites that socialise African American men as gendered beings. Twenty-four African American men enrolled in 12 colleges and universities across the 19 southern and border states of America participated in this study. The purpose is to illustrate how…

The Social Construction of Ethnicity and Masculinity of African American College Men

ERIC Educational Resources Information Center

Johnson, Jonathan Lee

2013-01-01

The purpose of this study was to understand how African American college men construct masculine and ethnic notions of their identities, despite disproportionate social obstacles and hegemonic stereotypes. The primary research question of this study was, "how might African American undergraduate males understand and develop healthy concepts…

Correlates of African-American Undergraduate Student Achievement: Implications for the Prize Initiative

ERIC Educational Resources Information Center

Newton, Brian C.; Ghee, Kenneth L.; Langmeyer, Daniel

2014-01-01

Male and female African-American college students (n = 131) at a large urban predominately White publicly funded institution participated in a survey measuring the effect of a multitude of psychosocial constructs and factors on grade point average (GPA). Part One of the study's analysis focused on three of the six total constructs examined within…

Constructivism and Career Decision Self-Efficacy for Asian Americans and African Americans

ERIC Educational Resources Information Center

Grier-Reed, Tabitha; Ganuza, Zoila M.

2011-01-01

Career development that adequately addresses the needs of multicultural students is important. The authors explored whether a constructivist career course might be a viable mechanism for improving career decision self-efficacy for 81 Asian American and African American college students. Results indicated significant increases in all 5 elements of…

Relational Variables and Life Satisfaction in African American and Asian American College Women

ERIC Educational Resources Information Center

Berkel, LaVerne A.; Constantine, Madonna G.

2005-01-01

The authors explored associations among relationship harmony, perceived family conflicts, relational self-concept, and life satisfaction in a sample of 169 African American and Asian American college women. As hypothesized, higher relational self-concept, or the extent to which individuals include close relationships in their self-concepts, and…

African-American Female Students and STEM: Principals' Leadership Perspectives

NASA Astrophysics Data System (ADS)

Sampson, Kristin Morgan

As the U.S. becomes more diverse, school leaders, major corporations, and areas of national defense continue to investigate science, technology, engineering and math (STEM) education issues. African-American female students have historically been underrepresented in STEM fields, yet educational leadership research, examining this population is limited. The purpose of this qualitative study was to explore how principals support African-American female students in schools with a STEM program. The Critical Race Theory (CRT)was used as a theoretical framework to highlight the inadequacies to support educational inequalities. The application of the CRT in this study is due to the embedded inequality practices within the educational system, that have resulted in the underrepresentation of African-American female students in STEM. To complement CRT, the transformative leadership model was also utilized to examine the emancipatory leadership practices principals utilized. These theories framed the context of this study by recognizing the need to address how support is actualized to African-American female students in STEM by their principals. A case study approach was an appropriate method to answer the two research questions, 1) How do principals feel they support African-American female students in their STEM programs? and 2) What practices do principals engage in that support underrepresented students in STEM? This approach intended to uncover how a principal leads a multifaceted population of underrepresented students in STEM programs. Two principals of STEM schools, where more than 50% of the population were African-American, were interviewed and observed completing daily operations at community-wide events. The STEM Coordinators and a teacher were also interviewed, and test scores were examined to provide further information about the STEM program, and public records were obtained to analyze the principals' means of communication. I found that principals supported

Examining social support, rumination, and optimism in relation to binge eating among Caucasian and African-American college women.

PubMed

Mason, Tyler B; Lewis, Robin J

2017-12-01

Binge eating is a significant concern among college age women-both Caucasian and African-American women. Research has shown that social support, coping, and optimism are associated with engaging in fewer negative health behaviors including binge eating among college students. However, the impact of sources of social support (i.e., support from family, friends, and a special person), rumination, and optimism on binge eating as a function of race/ethnicity has received less attention. The purpose of this study was to examine the association between social support, rumination, and optimism and binge eating among Caucasian and American-American women, separately. Caucasian (n = 100) and African-American (n = 84) women from a university in the Mid-Atlantic US completed an online survey about eating behaviors and psychosocial health. Social support from friends was associated with less likelihood of binge eating among Caucasian women. Social support from family was associated with less likelihood of binge eating among African-American women, but greater likelihood of binge eating among Caucasian women. Rumination was associated with greater likelihood of binge eating among Caucasian and African-American women. Optimism was associated with less likelihood of binge eating among African-American women. These results demonstrate similarities and differences in correlates of binge eating as a function of race/ethnicity.

Reconceptualization of African American Self-Concept.

ERIC Educational Resources Information Center

Braithwaite, Harold, Jr.; And Others

1994-01-01

Focuses on how African American students define self-concept, and whether there is a specific black self-concept. Questionnaires completed by 60 undergraduates at a historically black college provide insight into student self-esteem and support the existence of a specific black self-concept. (SLD)

African-American Academic Nurse Leader's Role in Persistence of African-American Baccalaureate Nursing Students

ERIC Educational Resources Information Center

Nelson, Kesha Marie

2017-01-01

African-American baccalaureate nursing students have a limited persistence to graduation. This constructivist grounded theory study was designed to generate a substantive theory, emerged from these data, that explained and provided insight the African-American academic nurse leader's role in the persistence to graduation of African-American…

The Role of Postsecondary Remediation for African American Students: A Review of Research

ERIC Educational Resources Information Center

Davis, Ryan J.; Palmer, Robert T.

2010-01-01

The role of remediation in higher education has generated much debate over the last two decades. While states have enacted policies that reduced or eliminated postsecondary remediation, many policy actors and analysts have not completely acknowledged the ways in which remediation affects college access and success for African American students.…

AIDS Health Locus of Control, Self-Efficacy for Safer Sexual Practices, and Future Time Orientation as Predictors of Condom Use in African American College Students

ERIC Educational Resources Information Center

Burns, Myron J.; Dillon, Frank R.

2005-01-01

This study examined the relationship between self-reported frequency of condom use (by self or partner during the past 6 months and lifetime), locus of control, self-efficacy, and future time orientation among African American college students who were single and sexually active during the past year. Data were collected from 106 undergraduate…

African American Administrators at PWIs: Enablers of and Barriers to Career Success

ERIC Educational Resources Information Center

Gardner, Levester, Jr.; Barrett, T. Gregory; Pearson, L. Carolyn

2014-01-01

Despite literature emphasizing the importance of their presence on college campuses to minority student success, African American administrators are severely underrepresented in higher education. The purpose of this qualitative study was to explore the lived experiences of successful African American student affairs administrators at predominantly…

Religiosity, Meaning in Life, and Clinical Symptomology: A Comparison of African-American and European-American College Students

ERIC Educational Resources Information Center

Holmes, Jeffrey D.; Hardin, Susan I.

2009-01-01

This study examined whether religiosity is subsumed under the broader construct of meaning in life as a predictor of psychological symptomology in college students from two ethnic groups. Data from 299 undergraduates indicated that among European-American students, religiosity predicted little variance in psychological symptomology and was…

Personal gambling expectancies among Asian American and White American college students.

PubMed

Chan, Alan Ka Ki; Zane, Nolan; Wong, Gloria M; Song, Anna V

2015-03-01

Many college students are involved in gambling behavior as a recreational activity. Their involvement could potentially develop into problem gambling, an issue of increasing concern to student health. At the same time, evidence suggests that Asian Americans are overrepresented amongst problem gamblers in this age period. Research on factors related to initiation and development of problem gambling in college students is necessary to inform the development of effective and culturally-sensitive prevention efforts against gambling. The relationships between personal gambling expectancies at two levels of specificity (two general and six specific types of expectancies) and college student gambling at two levels of behavior (initiation and problems) were examined in a sample of 813 Asian American and White American college students. The study aimed to address (a) whether expectancies explained ethnic differences in gambling, (b) ethnic similarities and differences in the pattern of relationships between expectancies and gambling, and (c) whether expectancies that emerged in both ethnic groups have a greater risk or protective effect for one group than another. Results showed that Asian American students reported more problem gambling than White American students, but expectancies did not account for this group difference. Risk and protective factors for initiation were relatively similar between groups, but different patterns of risk emerged for each group for problem gambling. Implications for college primary prevention and harm reduction programs are discussed.

Personal Gambling Expectancies among Asian American and White American College Students

PubMed Central

Chan, Alan Ka Ki; Zane, Nolan; Wong, Gloria; Song, Anna

2013-01-01

Many college students are involved in gambling behavior as a recreational activity. Their involvement could potentially develop into problem gambling, an issue of increasing concern to student health. At the same time, evidence suggests that Asian Americans are overrepresented amongst problem gamblers in this age period. Research on factors related to initiation and development of problem gambling in college students is necessary to inform the development of effective and culturally-sensitive prevention efforts against gambling. The relationships between personal gambling expectancies at two levels of specificity (two general and six specific types of expectancies) and college student gambling at two levels of behavior (initiation and problems) were examined in a sample of 813 Asian American and White American college students. The study aimed to address (a) whether expectancies explained ethnic differences in gambling, (b) ethnic similarities and differences in the pattern of relationships between expectancies and gambling, and (c) whether expectancies that emerged in both ethnic groups have a greater risk or protective effect for one group than another. Results showed that Asian American students reported more problem gambling than White American students, but expectancies did not account for this group difference. Risk and protective factors for initiation were relatively similar between groups, but different patterns of risk emerged for each group for problem gambling. Implications for college primary prevention and harm reduction programs are discussed. PMID:23832755

"Having Our Say": High Achieving African American Male College Graduates Speak about Parental Involvement and Parenting Style

ERIC Educational Resources Information Center

Odom, Lynn Lanier; McNeese, Rose M.

2014-01-01

The purpose of this study was to examine the patterns of parental involvement and parenting styles of the parents of academically successful African American males who graduated from historically Black colleges or universities (Odom, 2013). More specifically, the study investigated relationships among students' perceptions of their parents'…

Is No Child Left Behind "Wise Schooling" for African American Male Students?

ERIC Educational Resources Information Center

McMillian, M. Monique

2004-01-01

To improve achievement among African American students, education professionals must pay special attention to African American male achievement and reframe the academic achievement gap as a treatment gap. Engagement studies suggest that African American students, and African American boys in particular, are susceptible to academic disengagement.…

The African American Female Elite: The Early History of African American Women in the Seven Sister Colleges, 1880-1960.

ERIC Educational Resources Information Center

Perkins, Linda M.

1997-01-01

Examination of the experiences of over 500 African American women who attended Seven Sisters Colleges shows that some colleges admitted them readily, some only under great pressure. Reflecting the larger society, issues of discrimination in admissions, housing, and financial aid were influenced by and had an effect on the overall struggle for…

Does the Colorline Still Exist in the 21st Century: Examining Racial Climate on the Campus of a University with a Diverse Student Body (UDSB) as Perceived by a Group of African American College Students

ERIC Educational Resources Information Center

Charles-Johnson, Princess Jasmine

2013-01-01

This qualitative study employs three theoretical frameworks as the source of its foundation, covering literature from Acting White, Stereotype Threat and Campus Climate. The purpose of this study was to evaluate the perceptions of Racial Climate as perceived by African American college students attending a University with a Diverse Student Body…

Beauty and Body Image Concerns Among African American College Women

PubMed Central

Awad, Germine H.; Norwood, Carolette; Taylor, Desire S.; Martinez, Mercedes; McClain, Shannon; Jones, Bianca; Holman, Andrea; Chapman-Hilliard, Collette

2014-01-01

The current study examined body image concerns among African American women. In recent years, there has been an attempt to include ethnic minority samples in body image studies (e.g., Grabe & Hyde, 2006; Hrabosky & Grilo, 2007; Lovejoy, 2001) but few specifically examine unique issues pertaining to beauty and body image for African American college age women. A total of 31 African American women participated in one of five focus groups on the campus of a large Southwestern University to examine beauty and body image. Data were analyzed using a thematic approach and several themes were identified. The majority of themes pertained to issues related to hair, skin tone, body type, and message sources. Themes included: sacrifice, ignorance/racial microaggressions, and validation and invalidation by others, thick/toned/curvy as optimal, hypersexualization, and being thin is for White women. Findings of the current study suggest a reconceptualization of body image for African American women where relevant characteristics such as hair and skin tone are given more priority over traditional body image concerns often associated with European American women. PMID:26778866

Assessing Motivation of Collegiate African American Males in a Rural Area of East Texas

ERIC Educational Resources Information Center

Green, Calvin Earl

2013-01-01

The purpose of this study was to investigate achievement factors of African American males on a college campus in the state of Texas, primarily a private 4-year college that serves a predominantly African American student population. The researcher used a case study approach to determine factors that affect the persistence of these college-aged…

20 African-Americans Your Students Should Meet

ERIC Educational Resources Information Center

Bardeen, Tara

2008-01-01

There is more to Black History Month than honoring Martin Luther King Jr. Black History Month is a time to honor the significant contributions of African-Americans throughout history. This article presents 20 super-achievers new generation of African-Americans heroes students should meet: (1) Kimberly Oliver; (2) John Lewis; (3) Rita Dove; (4)…

African-American Students and Foreign Language Learning. ERIC Digest.

ERIC Educational Resources Information Center

Davis, James J.

The performance and attitudes of African-American students of foreign languages are discussed in this digest. Three major areas are reported: (1) Black English and foreign language learning, including theories of language deficiency, sociolinguistic research, phonology and syntax; (2) research on the performance of African-American students of…

Resiliency Instructional Tactics: African American Students with Learning Disabilities

ERIC Educational Resources Information Center

Jones, Vita L.

2011-01-01

Schools and classrooms, if well conceived, can serve as protective environments for the positive development of African American students with learning disabilities (LD) (Keogh & Weisner, 1993). Many African American students who lack resiliency often struggle with life's challenges and may be predisposed to negative outcomes in life, so the focus…

Black College Student's Survival Guide.

ERIC Educational Resources Information Center

Kunjufu, Jawanza

This guide to college for the black student explores how to choose a college, how to have a successful academic and social college career, and how to find a job after college. The perspective is that of an African American Christian educator with a great deal of experience with black youth. It is noted that retention in college is at only 32% for…

Vanishing Black College Students?

ERIC Educational Resources Information Center

Malveaux, Julianne

2005-01-01

This article asserts low graduation rates, a lack of information for those who do graduate, and a perceived hostile environment on some campuses cut the college matriculation rates of African American students, making them an endangered species on some campuses. It discusses the root causes and effects of the low population of African American…

The Attainment of a Science Degree by African American College Students at Arizona State University: An Investigation to Identify the Barriers and Affordances

ERIC Educational Resources Information Center

Boyce, Quintin

2012-01-01

Historically, African American students have been underrepresented in the fields of science, technology, engineering and mathematics (STEM). If African American students continue to be underrepresented in STEM fields, they will not have access to valuable and high-paying sectors of the economy. Despite the number of African Americans in these…

Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students Who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution

ERIC Educational Resources Information Center

Hollands, Aisha La'Chae

2012-01-01

Colleges are struggling to retain students of color at four-year academic institutions (Kuh, 2005). The result is that while African-American and Latino students are entering college, fewer successfully complete their programs of study and obtain an undergraduate degree (ACE, 2006). For this reason, institutions are establishing supportive…

Perfectionism in African American students: relationship to racial identity, GPA, self-esteem, and depression.

PubMed

Elion, Audrey A; Wang, Kenneth T; Slaney, Robert B; French, Bryana H

2012-04-01

This study examined 219 African American college students at predominantly White universities using the constructs of perfectionism, academic achievement, self-esteem, depression, and racial identity. Cluster analysis was performed using the Almost Perfect Scale-Revised (APS-R), which yielded three clusters that represented adaptive perfectionists, maladaptive perfectionists, and nonperfectionists. These three groups were compared on their scores on the Rosenberg Self-Esteem Scale (RSES), the Center for Epidemiological Studies-Depression Scale (CES-D), the Cross Racial Identity Scale (CRIS), and Grade Point Average (GPA). Adaptive perfectionists reported higher self-esteem and lower depression scores than both the nonperfectionists and maladaptive perfectionists. Adaptive perfectionists had higher GPAs than nonperfectionists. On the racial identity scales, maladaptive perfectionists had higher scores on Pre-Encounter Self Hatred and Immersion-Emersion Anti-White subscales than adaptive perfectionists. The cultural and counseling implications of this study are discussed and integrated. Finally, recommendations are made for future studies of African American college students and perfectionism. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Resistance and Assent: How Racial Socialization Shapes Black Students' Experience Learning African American History in High School

ERIC Educational Resources Information Center

Thornhill, Theodore E.

2016-01-01

African American history is often taught poorly in high school U.S. history courses. However, we know little about how Black students perceive and experience this situation. I use a refined racial socialization framework and interview data with 32 Black college students in the Northeast to investigate how familial racial socialization shapes their…

"Brothers Gonna Work It Out:" Understanding the Pedagogic Performance of African American Male Teachers Working with African American Male Students

ERIC Educational Resources Information Center

Brown, Anthony L.

2009-01-01

Drawing from ethnographic data, this paper explores how African American male teachers working with African American male students performed their pedagogy. This paper highlights how teachers' understanding of African American males social and educational needs shaped their pedagogical performance. Interestingly however, teachers' performance was…

Factors affecting the matriculation of African American undergraduate students in science, mathematics, engineering, and technology

NASA Astrophysics Data System (ADS)

Hall, Alfred L., II

Previous research studies indicated that African Americans remain severely underrepresented in the field of science, mathematics, engineering, and technology (SMET), making up only 3% of that workforce, while representing 11.1% of all professional and related workers and 12.6% of the general population. As this country moves towards a more culturally diverse population, then representation of African Americans in SMET-related fields must be addressed in order to ensure our nation's competitiveness in a global market. This research study analyzed characteristics of African American undergraduate SMET majors participating in the Alliance for Minority Participation (AMP) program in six different states located in the Southeast region of the United States. These states consisted of Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina. AMP program participants completed a survey questionnaire, which collected information about potential factors that could affect their matriculation in SMET programs of studies at their respective institutions. Follow-up interviews and focus group sessions were also conducted with AMP participants to provide supplemental information to the survey data. The results of student responses were analyzed according to the type of institution the students attended (Historically Black College or University and Majority White Institution) as well as by the statewide Alliance program in which the students were involved. The students responded to survey questions that asked for their reasons for majoring in their field of study, their level of satisfaction with their institution, their impressions of student support programs and persons, their impressions of faculty and advisors, their reasons for thinking of switching majors, and their level of high school preparation. Statistical analyses of the student responses found that African American AMP students attending Historically Black Colleges and Universities differed from those

Gender-Based Salary Differences in African American Senior Student Affairs Officers.

ERIC Educational Resources Information Center

Reason, Robert D.

2003-01-01

Study examined representation and salary differences related to gender for African American Senior Student Affairs Officers (SSAOs). Data from a national survey revealed gender and institutional size significantly affect mean SSAO salary for African American respondents. African American women SSAOs make significantly less than African American…

An investigation of African American and European American students' perception of teaching behavior.

PubMed

Cauley, Bridget; Immekus, Jason C; Pössel, Patrick

2017-12-01

Teaching behaviors are associated with a range of student academic and mental health outcomes. Substantial academic, school disciplinary, and mental health disparities across African American and European American students suggest that diverse students may view and interpret teaching behaviors differently. The Teaching Behavior Questionnaire measures students' perceptions of teaching behaviors. The purpose of the current study was to examine the scale's factor structure among European American high school students using exploratory factor analysis and, subsequently, cross-validate using confirmatory factor analysis based on African American student data. Results supported reconceptualizing the scale according to a three-factor model in both groups. Implications related to the interpretation and use of scores are discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Trio Student Support Services: A Comparative Study of African American Students at Three Texas Universities

ERIC Educational Resources Information Center

Powell, Hattie Marie

2013-01-01

Although access to postsecondary education for ethnic minorities has increased since desegregation in 1954, the college completion rates for these groups have not, particularly for African Americans. For this reason, it is important to continue to examine strategies that contribute to increases in completion rates for African Americans. The…

Performance of African American Preschool and Kindergarten Students on the Expressive Vocabulary Test

ERIC Educational Resources Information Center

Thomas-Tate, Shurita; Washington, Julie; Craig, Holly; Packard, Mary

2006-01-01

Purpose: To examine the validity of the Expressive Vocabulary Test (EVT; K. Williams, 1997) for assessing the expressive vocabulary skills of African American students. Method/Results: One hundred sixty-five African American preschool and kindergarten students were administered the EVT. The mean EVT score for these African American students was…

Perceptions of Teacher Expectations by African American High School Students

ERIC Educational Resources Information Center

Pringle, Beverley E.; Lyons, James E.; Booker, Keonya C.

2010-01-01

African American high school students are performing behind their White classmates regardless of whether they are in majority or minority populations at school. Teacher expectations, among school-related factors that can impact the academic achievement of African American high school students, are the focus of this study. Interviews were conducted…

Examining Both Race and Gender in the Experiences of African American College Women.

ERIC Educational Resources Information Center

Jackson, Lisa R.

This study examined how African American women defined who they were in their respective college contexts, focusing on the roles of gender, race, and institutional type. A total of 20 women from a white coeducational institution, a predominantly white women's college, and a coeducational, historically black college participated in in-depth…

Resilience Differences of Black Greek-Lettered Organization Members and African-American Students at Predominately White Institutions

ERIC Educational Resources Information Center

White, Sherra' M.

2013-01-01

Even though the number of African American students has increased on college campuses, particularly Predominately White Institutions (PWIs), over the last century, they are less likely to graduate than their White counterparts are. They face discrimination, hostile environments, adversity, low or no social or mentoring support, and often feel…

The Teacher-Student Interactions and Academic Achievement of African American and African Immigrant Males

ERIC Educational Resources Information Center

Hussein, Hassen

2017-01-01

This quantitative survey questionnaires study compared the teacher-student interactions (TSI) and academic achievement of African-American and African immigrant undergraduate males. The academic achievement gap between different population groups provided the impetus for the study. While African Americans have been described as under-achievers in…

Onward and Upward: Characteristics of African American Senior Student Affairs Officers

ERIC Educational Resources Information Center

Hammonds, MarTeze D.

2012-01-01

The journey of African American student affairs professionals has evolved throughout the history of higher education and student affairs. This study examined the career profiles of ten African American Senior Student Affairs Officers (SSAOs) at predominately White institutions (PWIs) throughout the United States. By using the curriculum vitae and…

"Sankofa" Teaching and Learning: Evaluating Relevance for Today's African-American Student

ERIC Educational Resources Information Center

Talpade, Medha; Talpade, Salil

2014-01-01

The intent of this project was to identify and relate the values and perceptions of today's African American students to culturally relevant teaching and learning practices. The reason for relating student culture with teaching practices is to improve pedagogical processes for African American students. Culturally relevant pedagogy, according to…

Postsecondary Educators' Cultural and Institutional Awareness of Issues Faced by African American Students with Disabilities

ERIC Educational Resources Information Center

Becton, Alicia B.; Foster, Amanda L.; Chen, Roy K.

2016-01-01

Being a part of an ethnic minority group and a student with a disability (SWD) often presents as a barrier to college retention and graduation rates among members of this marginalized group. Purpose: To examine educators' awareness of racial and institutional influences that impact African American SWD. Method: Data for this study were gathered…

African American Students' Graphic Understanding of the Derivative: Critical Case Studies

ERIC Educational Resources Information Center

Stringer, Eddy W., III.

2011-01-01

Data suggests that a significant loss of African American students from STEM majors occur between their freshmen and sophomore year. This attrition corresponds to the time period when students encounter the calculus sequence. For this reason, calculus persists as a serious barrier preventing African American students from entering STEM fields.…

College graduation reduces vulnerability to STIs/HIV among African-American young adult women.

PubMed

Painter, Julia E; Wingood, Gina M; DiClemente, Ralph J; Depadilla, Lara M; Simpson-Robinson, Lashun

2012-01-01

African-American women are disproportionately affected by sexually transmitted infections (STIs), including HIV. The Theory of Gender and Power (TGP) posits that socioeconomic exposures, including educational attainment, place women at increased risk for STIs/HIV. This study examined the association between educational attainment and vulnerability to STIs/HIV, as well as potential TGP-driven mediators of this association, among African-American women. Baseline data were assessed from an STI/HIV prevention intervention for African-American women (n = 848) aged 18 to 29 recruited from three Kaiser Permanente Centers in Atlanta, Georgia. Data collection included a survey of demographic, psychosocial, and behavioral measures and self-collected, laboratory-confirmed vaginal swabs for STIs (trichomoniasis, chlamydia, gonorrhea, and human papillomavirus). Multiple regression analyses and multivariate mediation analyses were used to examine the association between educational attainment with a laboratory-confirmed STI and potential TGP mediators. Controlling for age and receipt of public assistance, the odds of an STI diagnosis were 73% lower among participants with a college degree or greater compared with participants who had not completed high school. There were also significant associations between educational attainment and multiple TGP mediators from the sexual division of power and the structure of cathexis. TGP constructs did not mediate the association between educational attainment and laboratory-confirmed STI. The current study suggests that graduating from college may lead to a beneficial reduction in vulnerability to STIs/HIV among African-American women. Findings from this study support expanding structural-level interventions, emphasizing both high school and college graduation, as a means of reducing vulnerability to STIs/HIV among African-American women. Copyright © 2012 Jacobs Institute of Women's Health. Published by Elsevier Inc. All rights reserved.

Characterizing the learning styles and testing the science-related attitudes of African American middle school students: Implications for the underrepresentation of African Americans in the sciences

NASA Astrophysics Data System (ADS)

Perine, Donald Ray

African Americans, Hispanics, Native Americans and women are underrepresented among the population of scientists and science teachers in the United States. Specifically, the shortage of African Americans teaching math and science at all levels of the educational process and going into the many science-related fields is manifested throughout the entire educational and career structure of our society. This shortage exists when compared to the total population of African Americans in this country, the population of African American students, and to society's demand for more math and science teachers and professionals of all races. One suggestion to address this problem is to update curricular and instructional programs to accommodate the learning styles of African Americans from elementary to graduate school. There is little in the published literature to help us understand the learning styles of African American middle school students and how they compare to African American adults who pursue science careers. There is also little published data to help inform us about the relationship between learning styles of African American middle school students and their attitudes toward science. The author used a learning styles inventory instrument to identify the learning style preferences of the African American students and adults. The preferences identified describe how African American students and African American adult science professionals prefer to function, learn, concentrate, and perform in their educational and work activities in the areas of: (a) immediate environment, (b) emotionality, (c) sociological needs, and (d) physical needs. The learning style preferences for the students and adults were not significantly different in key areas of preference. A Test of Science-Related Attitudes (TOSRA) was used to measure seven distinct science-related attitudes of the middle school students. A comparison of the profile of the mean scores for the students in this study

First Year Experience for At-Risk College Students

ERIC Educational Resources Information Center

Connolly, Sara; Flynn, Ellen E.; Jemmott, Jill; Oestreicher, Edina

2017-01-01

In this study, we explored whether a uniquely designed First Year Experience (FYE) class for newly admitted at-risk college students would increase academic success; help students avoid academic probation; and increase retention for the following semester. Participants included 40 students (75% African Americans, 20% Hispanic Americans, and 5%…

Money versus mission at an African-American medical school: Knoxville College Medical Department, 1895-1900.

PubMed

Savitt, T L

2001-01-01

Knoxville College Medical Department (KCMD) was, to all appearances, a missionary medical school established in 1895 by a small black Presbyterian college in the Tennessee mountains to train African-American physicians. In reality, it functioned as a proprietary medical school organized and operated by a group of local white physicians who were more interested in making money than in furthering the school's mission of educating black Christian physicians. KCMD limped along until 1900 when the college's new president reported to the trustees about the white faculty's greed, irreligious behavior, poor teaching, and bad medical reputation, and about how the presence of the medical school on campus undermined the college's overall mission. KCMD graduated two students before closing its doors in 1900. A group of faculty then reopened the school off-campus as the Knoxville Medical College. That school closed in 1910.

The Struggle of African American Students in the Public Schools

ERIC Educational Resources Information Center

Mubenga, Pascal

2006-01-01

The long road of slavery from generation to generation has left a legacy in the mind of African American students that has impacted their achievements in schools. In this project, the struggle of African American students in the public school education will be analyzed from the historical standpoint of view and its impact on their achievements.…

Mentoring and Professional Identity Development for African American Female Doctoral Students: An Exploratory Study

ERIC Educational Resources Information Center

Curry, Nettavia Doreen

2011-01-01

This dissertation examines the impact mentoring relationships, between African American women doctoral students and faculty members, has on the students' professional identity development. Of particular interest is an examination of whether matched mentoring relationships between African American women doctoral students and African American female…

Depressive Symptoms in African-American Women.

ERIC Educational Resources Information Center

Reed, Michael K.; And Others

1996-01-01

Examined the prevalence of depressive symptoms in an African American female college student sample (n=78) using the Minnesota Multiphasic Personality Inventory (MMPI2) and the Beck Depression Inventory (BDI). MMPI-2 was a more conservative scale than BDI in identifying depressive symptom levels. Discusses stress inoculation methods to assist…

African American student perception of persistence in engineering at a predominantly white institution

NASA Astrophysics Data System (ADS)

Bennett, Sean T.

This study examines African American student perceptions of persistence in engineering. The research design is methodologically qualitative using a purposefully selected population of engineering students. Semi-structured interviews were designed to develop an in-depth understanding of what completion of the engineering degree means to African American engineering students. This research seeks insight into the linkages between African American student perceptions of persistence as it relates to both the academic and social culture of the engineering department. Vincent Tinto's model of Institutional Departure (1975, 1987) is one of the most commonly cited models of persistence in higher education (Braxton, Milem, Sullivan, 2000). Tinto's model was leveraged in this study to understand perceptions obtained through student interviews. Tinto suggests that exploration of student goal commitment and perceptions of institutional commitment are key to understanding student persistence. Results of this study suggest that African American students have perceptions about the university that may influence the decision to persist in engineering. Ultimately, this study may prove useful to researchers and administrators interested in improving access and success for African American engineering students.

Transition Planning for African-American Learning Disabled Students: Are Career and Technical Education Schools the Key to Postsecondary Success?

ERIC Educational Resources Information Center

Walker, Tara D.

2017-01-01

Career and technical education (CTE) programs have been a part of secondary education reform efforts in Georgia aimed at closing the achievement gaps among disadvantaged groups and preparing all students to be college and career ready. The problem is African-American students with learning disabilities (AASWLD) continue to have worse postsecondary…

Portraits by African-American Male University Students: A Retrospective Study

ERIC Educational Resources Information Center

Fissori, Lauren

2010-01-01

African-American male students are systematically forced to confine themselves to the social construct that European-American society has developed for them. Actions, behaviors, and words that communicate this message spread both interracially and intraracially within schools and affect African-American males tremendously in terms of their…

Trichotillomania symptoms in African American women: are they related to anxiety and culture?

PubMed

Neal-Barnett, Angela; Statom, Deborah; Stadulis, Robert

2011-08-01

Trichotillomania (TTM) is a little understood disorder that has been underresearched in the African American community. Furthermore, the incorporation of cultural factors into TTM research has virtually been ignored. Existing data from an African American college student population suggest TTM is associated with high levels of anxiety. In this study, we explored anxiety symptoms and cultural hair messages in an African American female community sample with TTM symptoms. We predicted high levels of TTM severity and impairment would be associated with high level of anxiety symptoms. We also predicted that cultural messages about hair will influence both TTM and anxiety symptoms. In this telephone study, 41 African American females participated in interviews about their TTM. TTM impairment and severity was positively correlated with general anxiety symptoms as measured on the Symptom Checklist 90-Revised (SCL 90-R(®) ). Severity was also positively correlated with obsessive-compulsive symptoms. Given the significance of hair for African American women, we also explored the childhood cultural messages receive about hair. Over half the sample received at least one cultural message about hair. Although many women received the same message, the value they placed on the message differed. Messages received about hair were not associated with TTM severity or impairment. The association among obsessive-compulsive symptoms and hair messages approached significance. Results highlight the importance of assessing anxiety comorbidity and culture with African American TTM samples. Little is known about TTM in African American samples. Existing research indicates this population seeks TTM help from their hairdressers. Among college students, a significant correlation has been found for anxiety as measured on the Beck Anxiety Inventory and TTM. To the best of our knowledge, this is the first paper to examine cultural messages about hair in an African American sample. In addition

Cultural Orientation as a Protective Factor against Tobacco and Marijuana Smoking for African American Young Women

ERIC Educational Resources Information Center

Nasim, Aashir; Corona, Rosalie; Belgrave, Faye; Utsey, Shawn O.; Fallah, Niloofar

2007-01-01

The present study examined cultural orientation as a protective factor against tobacco and marijuana smoking for African American young women (ages 18 to 25). African American college students (N = 145) from a predominantly White university were administered subscales from the African American Acculturation Scale-Revised (AAAS-R); the shortened…

School Administrators' Perceptions of the Achievement Gap between African American Students and White Students

ERIC Educational Resources Information Center

Royle, Jonathan; Brown, Casey Graham

2014-01-01

This study included an analysis of principal perceptions of the achievement gap between African American and White students. School administrators from campuses with a substantial number of African American students within the subgroup were interviewed to explore their perceptions of the achievement gap. The study revealed factors within the…

Differential effects of the classroom on African American and non-African American's mathematics achievement.

PubMed

Schenke, Katerina; Nguyen, Tutrang; Watts, Tyler W; Sarama, Julie H; Clements, Douglas H

2017-08-01

We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income families. Three observed dimensions of the classroom (teacher expectations and developmental appropriateness; teacher confidence and enthusiasm; and support for mathematical discourse) were evaluated in a sample of 1,238 preschool students in 101 classrooms. Using multigroup multilevel mediation where African American students were compared to non-African American students, we found that teachers in the intervention condition had higher ratings on the observed dimensions of the classroom compared with teachers in the control condition. Further, ratings on teacher expectations and developmental appropriateness had larger associations with the achievement of African American students than for non-African Americans. Findings suggest that students within the same classroom may react differently to that learning environment and that classroom learning environments could be structured in ways that are beneficial for students who need the most support.

Prosocial Involvement among African American Young Adults: Considering Racial Discrimination and Racial Identity

ERIC Educational Resources Information Center

White-Johnson, Rhonda L.

2012-01-01

Prosocial involvement is conceptualized as support for or engaging in behaviors that contribute to or benefit African American communities. The current study examines the relationship between prosocial involvement and race-related factors among 303 African American college students. Using two underlying dimensions of prosocial involvement,…

Factors Associated with African-American Freshmen and Non-African-American Freshmen Retention and Graduation at a Predominantly White, Regional University

ERIC Educational Resources Information Center

Owens, Robert L., II

2009-01-01

The purpose of this study was to examine further, the factors at a Predominantly White College or University (PWCU) that may affect the first-year retention and six-year graduation of African-American (AA) and non-AA students. Biographical and descriptive data was obtained for each student entering Tennessee Technological University (TTU) from the…

Horizontal and vertical dimensions of individualism-collectivism: a comparison of African Americans and European Americans.

PubMed

Komarraju, Meera; Cokley, Kevin O

2008-10-01

The current study examined ethnic differences in horizontal and vertical dimensions of individualism and collectivism among 96 African American and 149 European American college students. Participants completed the 32-item Singelis et al. (1995) Individualism/Collectivism Scale. Multivariate analyses of variance results yielded a main effect for ethnicity, with African Americans being significantly higher on horizontal individualism and European Americans being higher on horizontal collectivism and vertical individualism. A moderated multiple regression analysis indicated that ethnicity significantly moderated the relationship between individualism and collectivism. Individualism and collectivism were significantly and positively associated among African Americans, but not associated among European Americans. In addition, collectivism was related to grade point average for African Americans but not for European Americans. Contrary to the prevailing view of individualism-collectivism being unipolar, orthogonal dimensions, results provide support for individualism-collectivism to be considered as unipolar, related dimensions for African Americans.

African Americans' Participation in a Comprehensive Intervention College Prep Program

ERIC Educational Resources Information Center

Sianjina, Rayton R.; Phillips, Richard

2014-01-01

The National Center for Educational Statistics, in conjunction with the U.S. Department of Education, compiles statistical data for U.S. schools. As charts indicate, in 2001, it reported that nationwide, 76% of high-income graduates immediately enroll in colleges or trade schools. However, only 49% of Hispanic and 59% of African Americans enroll…

Japanese and American College Students' Perceptions and Attitudes towards Maternal Employment.

ERIC Educational Resources Information Center

Luck, Lisa; And Others

This study investigated American and Japanese college students' attitudes towards maternal employment. A total of 248 American students at Ursinus College in Pennsylvania and 98 Japanese students at Tohokugakuin University in Japan participated in the study. Students answered a questionnaire about the consequences of maternal employment for…

The African American Women's Summit: A Student Affairs Professional Development Program

ERIC Educational Resources Information Center

West, Nicole M.

2017-01-01

The African American Women's Summit (AAWS) is a professional development program in the United States created by and for African American women in student affairs. This article reviews the evolution and structure of the AAWS. A discussion, grounded in Black feminist thought, is included relative to the impact of the AAWS on African American women…

Contextualizing Asian American College Student Psychological Health

ERIC Educational Resources Information Center

Liang, Christopher T. H.; Liu, Jessica; Nguyen, David; Song, Ge

2017-01-01

With attention to race, culture, and gender, this chapter contextualizes the help-seeking behaviors and psychological aspects of health facing Asian American college students. Recommendations are provided to student affairs professionals and counselors.

The effects of maternal parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students.

PubMed

Abar, Beau; Carter, Kermit L; Winsler, Adam

2009-04-01

This study explored relations between religiosity, both parent and student, and maternal parenting style and student academic self-regulation, academic achievement, and risk behavior among African-American youth attending a parochial college. Eighty-five students completed self-report survey measures of religiosity, self-regulation, academic achievement, and risk behavior. Participants also completed youth report measures of parental religiosity and perceived maternal parenting style. Correlational analyses show authoritative parenting to be associated with high levels of academic performance and study skills. Additional correlations revealed that highly religious students tend to perform well academically, study better, and engage in fewer risk behaviors than youth less committed to religion. Although no direct relations were observed between parenting style and student religiosity, maternal parenting style was found to moderate relations between parental and student religiosity. Findings are discussed in terms of their relevance to the population studied.

Health literacy and digital media use: Assessing the Health Literacy Skills Instrument – Short Form and its correlates among African American college students

PubMed Central

Rosenbaum, Judith E.; Deane, Amber E.

2018-01-01

Improving health literacy is increasingly seen as a solution to health problems and inequalities. This study assesses how one of the more recent measures of health literacy, the Health Literacy Skills Instrument – Short Form, performs among African American college students, and ascertains if and how media use relates to health literacy. Results indicate that both the use of health-related websites and apps as well as overall time spent with the media were positively, but conditionally, linked to health literacy. However, findings also pointed to the need for further test development. PMID:29942630

Perceived parental psychological control, familism values, and Mexican American college students' adjustment.

PubMed

Kline, Gabrielle C; Killoren, Sarah E; Alfaro, Edna C

2016-10-01

Drawing from cultural ecological and risk and resilience perspectives, we investigated associations among Mexican American college students' perceptions of mothers' and fathers' psychological control and familism values, and college students' adjustment (i.e., depressive symptoms and self-esteem). Additionally, we examined how familism values moderated the relations between perceived psychological control and college students' adjustment. Participants were 186 Mexican American college students (78.5% women; Mage = 21.56 years), and data were collected using self-report online surveys. Using path analyses, we found that perceived maternal psychological control was positively associated and familism values were negatively associated with college students' depressive symptoms. Additionally, perceived paternal psychological control was negatively associated with college students' self-esteem when college students reported low, but not high, familism values. Findings highlight the importance of family relationships for Mexican American college students and the significance of examining these relationships within this cultural context. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

An Investigation of African American Parents' Perception of School Leaders as It Relates to Parent Engagement and the African American Male Student

ERIC Educational Resources Information Center

Currie, Delvon Denise

2013-01-01

The purpose of this study was to investigate African American parents' perception of school leaders as it relates to parent engagement and the African American male student. Specifically, this study addressed African American parents' perceptions of the quality of their child's education and the quality of communication they received from their…

African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program

NASA Astrophysics Data System (ADS)

Maton, Kenneth I.; Hrabowski, Freeman A., III; Schmitt, Carol L.

2000-09-01

This paper describes and assesses the effectiveness of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County (UMBC). The Program is designed to increase the number of underrepresented minorities who pursue graduate and professional degrees in science and engineering. Until 1996 the program admitted African American students exclusively, and the current study focuses only on students from that group. The Meyerhoff students have achieved higher grade point averages, graduated in science and engineering at higher rates, and gained admittance to graduate schools at higher rates than multiple current and historical comparison samples. Student survey and interview data revealed that a number of program components were viewed as being especially important contributors to students' academic success: Program Community, Study Groups, Summer Bridge Program, Financial Support, Program Staff, and Research Internships and Mentors.

Effective Advising of Diverse Students in Community Colleges

ERIC Educational Resources Information Center

Orozco, Graciela L.; Alvarez, Alvin N.; Gutkin, Terry

2010-01-01

In-depth interviews with 363 students across nine campuses capture the experiences of Latino, African American, Asian, Native American, White and Immigrant students in the California community college system. Four themes emerged with respect to advising and counseling: (a) Differences in the Use of Counseling and Advising; (b) The Importance of…

Linking Contextual Affordances: Examining Racial-Ethnic Socialization and Parental Career Support among African American College Students

ERIC Educational Resources Information Center

Blackmon, Sha'Kema M.; Thomas, Anita Jones

2014-01-01

This exploratory investigation examined the link between self-reported racial-ethnic socialization experiences and perceived parental career support among African American undergraduate and graduate students. The results of two separate multivariate multiple regression analyses found that messages about coping with racism positively predicted…

Teaching White Students Black History: The African-American Experience in the Classroom

ERIC Educational Resources Information Center

Burrell, Leon F.; Walsh, Robert L.

2001-01-01

Many white students are barely exposed to African-American history throughout their schooling. When students do examine the other side of American history, the one not generally found in their textbooks, they often wonder why they have not learned this before. An understanding of African-American history is central to any effort to eliminate…

The Role of Collectivism among Latino American College Students

ERIC Educational Resources Information Center

Arevalo, Irving; So, Dominicus; McNaughton-Cassill, Mary

2016-01-01

In an attempt to explain the lower Latino college graduation rate, the current study focuses on collectivism in kin and nonkin helping situations. The sample comprised 60 students at a 4-year college in the southwestern United States. Results revealed significance between ethnicity and nonkin collectivism: Latino American college students were…

African-American males in computer science---Examining the pipeline for clogs

NASA Astrophysics Data System (ADS)

Stone, Daryl Bryant

The literature on African-American males (AAM) begins with a statement to the effect that "Today young Black men are more likely to be killed or sent to prison than to graduate from college." Why are the numbers of African-American male college graduates decreasing? Why are those enrolled in college not majoring in the science, technology, engineering, and mathematics (STEM) disciplines? This research explored why African-American males are not filling the well-recognized industry need for Computer Scientist/Technologists by choosing college tracks to these careers. The literature on STEM disciplines focuses largely on women in STEM, as opposed to minorities, and within minorities, there is a noticeable research gap in addressing the needs and opportunities available to African-American males. The primary goal of this study was therefore to examine the computer science "pipeline" from the African-American male perspective. The method included a "Computer Science Degree Self-Efficacy Scale" be distributed to five groups of African-American male students, to include: (1) fourth graders, (2) eighth graders, (3) eleventh graders, (4) underclass undergraduate computer science majors, and (5) upperclass undergraduate computer science majors. In addition to a 30-question self-efficacy test, subjects from each group were asked to participate in a group discussion about "African-American males in computer science." The audio record of each group meeting provides qualitative data for the study. The hypotheses include the following: (1) There is no significant difference in "Computer Science Degree" self-efficacy between fourth and eighth graders. (2) There is no significant difference in "Computer Science Degree" self-efficacy between eighth and eleventh graders. (3) There is no significant difference in "Computer Science Degree" self-efficacy between eleventh graders and lower-level computer science majors. (4) There is no significant difference in "Computer Science Degree

A Focus Group Study of African American Students' Experiences with Classroom Discussions about Race at a Predominantly White University

ERIC Educational Resources Information Center

Walls, Jill K.; Hall, Scott S.

2018-01-01

Past research has drawn attention to the unique challenges for students of color attending predominantly white colleges and universities, yet few have focused on the classroom as a micro-context in which race-related discussions often occur. Using a focus group methodology, 22 African American undergraduate students from a variety of academic…

African-American college women's perceptions of resources and barriers when reporting forced sex.

PubMed

Amar, Angela Frederick

2008-12-01

Forced sex is both a public health and a social issue that affects many college women. Despite physical and mental health consequences and the multiple prevention programs on college campuses, most sexual violence goes unreported (Fisher, Daigle, Cullen, & Turner, 2003). The purpose of this research was to explore college women's perceptions of campus resources and to determine the perceived barriers to reporting sexual violence. After IRB approval, African-American women (N = 144) who attend a private college in the south completed a researcher-developed survey. Findings included percentages of reporting sexual violence to campus health, student services, and campus security. Significant factors that were associated with reporting sexual violence included having injuries, if they were drinking at the time, having a designated person on campus to handle sexual assault, having time to go to the authorities, and the perception of how one would be treated. Reporting of forced sex is necessary so that individuals have access to resources and support. Prevention strategies can include education that targets significant perceptions of resources and the elimination or minimization of barriers.

Pathways to Success at a Historically Black College and University: An Examination of the Experiences of First Generation African American Male Students

ERIC Educational Resources Information Center

Andrews, Curdedra N.

2017-01-01

Over the past two decades First Generation African American (FGAA) males have been underrepresented in America's colleges and universities. Nearly 67% of those enrolled, specifically at Historically Black Colleges and Universities (HBCUs), have failed to obtain a 4-year degree. Therefore, I utilized a phenomenological design with Astin, Spady,…

"Teaching while Black": Narratives of African American Student Affairs Faculty

ERIC Educational Resources Information Center

Patton, Lori D.; Catching, Christopher

2009-01-01

African American faculty have historically been underrepresented within predominantly white institutions (PWIs) and deal with academic isolation, marginalization of their scholarship, and racial hostility. Little is known about the experiences of African American faculty who teach in student affairs graduate programs. The purpose of this study was…

Supportive College Environment for Meaning Searching and Meaning in Life among American College Students

ERIC Educational Resources Information Center

Shin, Joo Yeon; Steger, Michael F.

2016-01-01

We examined whether American college students who perceive their college environment as supportive for their meaning searching report higher levels of meaning in life. We also examined whether students' perception of college environmental support for meaning searching moderates the relation between the presence of and search for meaning. Students'…

Perceptions of Stereotype Vulnerability, Belonging and Campus Climate by African Americans Attending a Predominately White Institution

ERIC Educational Resources Information Center

Thompson, Loren Wright

2017-01-01

The purpose of this study was to examine of stereotype vulnerability, sense of belonging and campus climate for African American college students at a Predominately White Institution (PWI) in the Southeast. This research used a sociocultural model to explore African American student perceptions at a PWI in the southeast of the United States. This…

Comparison of Selected Physical Parameters between American and Chinese Male College Students.

ERIC Educational Resources Information Center

Ho, Kwok W.; Chai, Dennis X.

The physical fitness status of Chinese college students was evaluated, and selected physical fitness characteristics were compared between American and Chinese college students. Male college freshmen (112 Americans, mostly Caucasian, from a university in the Midwest and 261 Chinese from a college in southern China) were the subjects. All subjects…

Leading the Way: Inside the Experiences of High-Achieving African-American Male Students

ERIC Educational Resources Information Center

Harper, Shaun R.

2005-01-01

More than two-thirds of all African American males who begin college never finish. This and a legion of other discouraging facts about African American males are the usual headlines. Sharon Fries-Britt suggests that "the disproportionate focus on Black underachievement in the literature not only distorts the image of the community of Black…

A Breath of Fresh Air: Students' Perceptions of Interactions with African American Faculty

ERIC Educational Resources Information Center

Neville, Kathleen M.; Parker, Tara L.

2017-01-01

In this phenomenological study we relied on classroom observations and 22 in-depth interviews with students as they interacted with African American faculty. Findings reveal the meaning students made from these classroom interactions and the ways African American faculty, significantly and positively, influenced the student experience. More…

Effects of Teacher Certification on the Educational Achievement of African American Students

ERIC Educational Resources Information Center

Wheeler-Davenport, Veronica

2014-01-01

The purpose of this nonexperimental quantitative study was to explore the effects of teachers' certification on the achievement of African American students. The impetus for this exploration resided in the reading achievement disparities between African American and Caucasian students in the study district. Guided by the principles of total…

Factors of Persistence for African American Men in a Student Support Organization

ERIC Educational Resources Information Center

Simmons, Lamont D.

2013-01-01

The purpose of this qualitative study is to examine factors of persistence for two African American men involved in the Project Empowerment (PE, pseudonym) student organization at a predominantly White institution. The participants are undergraduate student members of PE, a campus-based organization designed to enhance African American male…

The Ecological Culture of Russian and American College Students

ERIC Educational Resources Information Center

Ermolaeva, P. O.

2014-01-01

Comparative research data show that there is both a high level of ecological concern and a high level of ecological passivity among students in Russia, indicating that their ecological culture exists only on the symbolic level. The "green" culture of American college students, in contrast to that of Russia's college students, has become…

Against the Odds: A Phenomenological Study of African American Male Teachers in a Rural Elementary/High School

ERIC Educational Resources Information Center

Reeves-Weaver, Ann

2010-01-01

Many studies have documented the failure and attrition of African American male students to complete high school or college. Much less attention has been given to the ways in which these students successfully matriculate from these institutions. The purpose of this phenomenological study was to understand the experiences of African American male…

Disparity in the Persistence of High-Risk Human Papillomavirus Genotypes Between African American and European American Women of College Age

PubMed Central

Banister, Carolyn E.; Messersmith, Amy R.; Cai, Bo; Spiryda, Lisa B.; Glover, Saundra H.; Pirisi, Lucia; Creek, Kim E.

2015-01-01

Background. Cervical cancer incidence and mortality rates are higher in African Americans than in European Americans (white, non-Hispanic of European ancestry). The reasons for this disparity are not known. Methods. We recruited a population-based longitudinal cohort of 326 European American and 113 African American female college freshmen in Columbia, South Carolina, to compare clearance of high-risk human papillomavirus (HR-HPV) infection between ethnicities. HPV testing and typing from samples obtained for Papanicolaou testing occurred every 6 months. Results. African American participants had an increased risk of testing positive for HR-HPV, compared with European American participants, but the frequency of incident HPV infection was the same in African American and European American women. Thus, exposure to HPV could not explain the higher rate of HPV positivity among African American women. The time required for 50% of participants to clear HR-HPV infection was 601 days for African American women (n = 63) and 316 days for European American women (n = 178; odds ratio [OR], 1.61; 95% confidence interval [CI], 1.08–2.53). African American women were more likely than European American women to have an abnormal result of a Papanicolaou test (OR, 1.58; 95% CI, 1.05–2.39). Conclusions. We propose that the longer time to clearance of HR-HPV among African American women leads to increased rates of abnormal results of Papanicolaou tests and contributes to the increased rates of cervical cancer observed in African American women. PMID:25028692

Preparing African Americans for careers in health care: the Jackson Heart Study.

PubMed

Srinivasan, Asoka; Brown, James; Fahmy, Nimr; Heitman, Elizabeth; Singh, Madhu; Szklo, Moyses; Taylor, Herman; White, Wendy

2005-01-01

The Jackson Heart Study Undergraduate Training Center (UTC) at Tougaloo College was developed to increase the numbers of African-American students entering public health and health related fields. The UTC includes a scholars program for undergraduate students at Tougaloo College, three four-week programs for high school students called the SLAM (science, language arts, and mathematics) workshops, and an introductory epidemiology course for healthcare professionals and graduate students. The scholars program recruits 12 Tougaloo College freshmen annually for the duration of their undergraduate education. As of the 2005 summer, 512 students have enrolled in the SLAM workshops. The introduction to epidemiology course has provided training for 155 individuals from 1999 to 2004. This paper documents the need for this program based on the conspicuously small proportion of African Americans who are health practitioners in Mississippi. The content and selection process for each program is described, and a summary of the enrollment history, characteristics of the program participants, and their accomplishments is presented. Finally, the methods of program assessment and tracking are discussed.

Influence of Teacher Characteristics on African American Student Math Achievement in Texas

ERIC Educational Resources Information Center

West, Dorthery Barron

2012-01-01

The achievement gap between African American and White students continues to be an issue of great concern for educators. The purpose of this study was to examine the influence of teacher characteristics on African American student math achievement: More specifically, the study examined years of teaching experience, campus teacher turnover, and the…

Disproportionate Suspension of African American Students in Public Schools: A Delphi Study

ERIC Educational Resources Information Center

Belcher, Nikia M.

2012-01-01

The problem addressed in this study was the disproportionate number of African American students who are suspended or expelled at a higher rate than their white counterparts in Michigan public schools. This research was framed with critical race theory and cultural ecology theory of African American students suspended. This study applied a Delphi…

Dialect and Influences on the Academic Experiences of College Students

ERIC Educational Resources Information Center

Dunstan, Stephany Brett; Jaeger, Audrey J.

2015-01-01

The dialects that college students speak represent a type of diversity that can influence many elements of their experiences in college, including academic experiences. In this study, we examined the influence of speaking a stigmatized dialect on academic experiences for White and African American students (both male and female) from rural…

Early College Can Boost College Success Rates for Low-Income, First-Generation Students

ERIC Educational Resources Information Center

Ndiaye, Mamadou; Wolfe, Rebecca E.

2016-01-01

Early college high school models are designed to encourage and assist traditionally underrepresented groups of students- low income, Latino, and African-American- to persist in and graduate from high school while earning college credit. Some of the models target high school dropouts, with the aim of helping them acquire the education and training…

An Intersectional Social Capital Analysis of the Influence of Historically Black Sororities on African American Women's College Experiences at a Predominantly White Institution

ERIC Educational Resources Information Center

Greyerbiehl, Lindsay; Mitchell, Donald, Jr.

2014-01-01

Research exploring the college experiences of African American women at predominantly White institutions (PWI) continues to be a necessity as African American women graduate at lower rates than their racial/ethnic peers. This qualitative study explored the influence historically Black sororities had on the college experiences of African American…

Disparity in the persistence of high-risk human papillomavirus genotypes between African American and European American women of college age.

PubMed

Banister, Carolyn E; Messersmith, Amy R; Cai, Bo; Spiryda, Lisa B; Glover, Saundra H; Pirisi, Lucia; Creek, Kim E

2015-01-01

Cervical cancer incidence and mortality rates are higher in African Americans than in European Americans (white, non-Hispanic of European ancestry). The reasons for this disparity are not known. We recruited a population-based longitudinal cohort of 326 European American and 113 African American female college freshmen in Columbia, South Carolina, to compare clearance of high-risk human papillomavirus (HR-HPV) infection between ethnicities. HPV testing and typing from samples obtained for Papanicolaou testing occurred every 6 months. African American participants had an increased risk of testing positive for HR-HPV, compared with European American participants, but the frequency of incident HPV infection was the same in African American and European American women. Thus, exposure to HPV could not explain the higher rate of HPV positivity among African American women. The time required for 50% of participants to clear HR-HPV infection was 601 days for African American women (n = 63) and 316 days for European American women (n = 178; odds ratio [OR], 1.61; 95% confidence interval [CI], 1.08-2.53). African American women were more likely than European American women to have an abnormal result of a Papanicolaou test (OR, 1.58; 95% CI, 1.05-2.39). We propose that the longer time to clearance of HR-HPV among African American women leads to increased rates of abnormal results of Papanicolaou tests and contributes to the increased rates of cervical cancer observed in African American women. © The Author 2014. Published by Oxford University Press on behalf of the Infectious Diseases Society of America. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

A Phenomenological Study of African American Men Who Were Mentored While Pursuing Their Bachelor's Degree at Historically White Colleges and Universities

ERIC Educational Resources Information Center

Brown, Davin Elizabeth

2013-01-01

African American men pursuing bachelor's degrees at historically White colleges and universities (HWCU) are not graduating at the same rates as Caucasian men. With a continued rapid decline in degree completion, establishing a framework of success for these students is becoming increasingly difficult. While research concerning graduation…

First-Time College Students' Experiences of Transitioning from High School to College

ERIC Educational Resources Information Center

Woody, Arlene Rice

2017-01-01

Although many students in low socioeconomic backgrounds lived in adverse situations during childhood, they were deeply motivated to pursue higher education. The current generic qualitative study was conducted to fill a gap in the literature pertaining to African American students' experiences of transitioning from high school to college. The…

Transforming the First Year of College for Students of Color. The First-Year Experience Monograph Series No. 38

ERIC Educational Resources Information Center

Rendon, Laura I., Ed.; Garcia, Mildred, Ed.; Person, Dawn, Ed.

2004-01-01

"Transforming the First Year of College for Students of Color" addresses some of the unique challenges and transition issues for African-American, Latino/a, Asian-Pacific American, American Indian/Alaska Native, and multiracial college students. Chapters address specific strategies for working with these student populations to ensure their success…

A mediation model of professional psychological help seeking for suicide ideation among Asian American and white American college students.

PubMed

Wong, Joel; Brownson, Chris; Rutkowski, Leslie; Nguyen, Chi P; Becker, Marty Swanbrow

2014-01-01

This study examined professional psychological help seeking among 1,045 white American and Asian American students from 70 U.S. colleges and universities who had seriously considered attempting suicide. The authors found that Asian American college students had lower rates of professional psychological help seeking for their suicide ideation than White American college students. Guided by social network perspectives on professional psychological help seeking, the authors also tested mediators of this racial disparity. Relative to white Americans, Asian Americans were advised by fewer people (especially fewer family members) to seek professional help, which was, in turn, associated with lower rates of professional psychological help seeking for suicide ideation. These findings underscore the importance of gatekeeping as a suicide prevention strategy for Asian American college students.

Body mass and cardiovascular reactivity to racism in African American college students.

PubMed

Clark, Vernessa R; Hill, Oliver W

2009-01-01

The purpose of the present study was to examine the effects of body mass on cardiovascular reactivity to racism in African American college students. Cardiac output, stroke volume, heart rate and blood pressure were measured as participants viewed a racially noxious scene on videotape. Body mass was measured using body mass index calculated using height and weight. We hypothesized that obese individuals would have greater cardiovascular reactivity to the scene than overweight individuals or individuals with normal weight. We also hypothesized that obese women would have the greatest cardiovascular reactivity to the scenes compared to overweight and normal weight women, and obese, overweight, and normal weight men. Lastly, we hypothesized that women would have greater cardiovascular reactivity than their male counterparts. Multivariate analysis of variance revealed that obese participants had significantly greater stroke volume and cardiac output than participants of normal weight, indicating that obese participants were less emotionally aroused by the stressor. There was also a significant interaction between sex and body mass for heart rate reactivity between the stressor and recovery periods. Obese women had the largest drop in heart rate, while obese men had the smallest drop from the stressor period to the recovery period. The findings revealed that obese participants were less aroused by the stressors and recovered from them more quickly than overweight participants and participants of normal weight. The frequent experiences of weight prejudices by the obese group may have desensitized them to other prejudices such as the racial intolerance shown in the stressor.

Inclusion of African American Students in Mathematics Classrooms: Issues of Style, Curriculum, and Expectations.

ERIC Educational Resources Information Center

Rowser, Jacqueline Frazier; Koontz, Trish Yourst

1995-01-01

Attempts to help teachers reflect on classroom practices to encourage more participation in mathematics by all students, especially African Americans. Discusses learning styles of African Americans, culture-fair curriculum, and teacher expectations of African Americans. (14 references) (MKR)

Achievement Emotions as Predictors of High School Science Success Among African-American and European American Students

NASA Astrophysics Data System (ADS)

Bowe, Marilyn Louise Simmons

The literature includes few studies of the interrelations of achievement goals and achievement emotions with respect to minority students and science achievement. The objective of this study was to test the control-value theory (CVT) of achievement emotions to determine if the eight discrete achievement emotions would be predictive of test scores on the High School Graduation Test (GHSGT)-Science for African-American compared to European-American science students. Convenience cluster sampling was employed to select 160 students who were all juniors in the same public high school at the time that they took the GHSGT-Science. The central research question for this study aimed to uncover whether any of the eight achievement emotions identified in CVT would contribute significantly to the predictability of science achievement as measured by GHSGT-Science scores. Data were collected using a nonexperimental, cross sectional design survey. Data were analyzed using a hierarchal, forced entry, multiple regression analysis. Key results indicated that the eight achievement emotions were predictive of GHSGT-Science score outcomes. Positive social change at the individual level could reflect a boost in confidence for African American science students and help decrease the achievement gap in science, technology, engineering, and mathematics (STEM) endeavors between European Americans and African-American students. Educators may consider the importance of achievement emotions in science outcomes by including social emotional learning (SEL) as a part of the regular science curriculum. Future researchers should repeat the study in a school district where the population is available to support the desired cluster sample of equal parts European Americans to African Americans and male to female students.

An empirical investigation of acculturative stress and ethnic identity as moderators for depression and suicidal ideation in college students.

PubMed

Walker, Rheeda L; Wingate, Laricka R; Obasi, Ezemenari M; Joiner, Thomas E

2008-01-01

The purpose of this study was to explore the relationships of acculturative stress and ethnic identity to depressive symptomatology and suicidal ideation in college students. The SAFE Acculturative Stress Scale, Multi-Group Ethnic Identity Measure, Beck Depression Inventory, and Beck Suicide Scale were administered to 452 college students. The authors found that acculturative stress and ethnic identity moderated the depression-suicide ideation relationship for African American but not European American college students. Given that vulnerability toward suicidal thoughts is increased for African American college students who report symptoms of depression accompanied by either high-acculturative stress or poor group identity, these culturally relevant factors should be included in protocol for suicide risk assessment.

Recruitment Is Not Enough: Retaining African American Students in Gifted Education

ERIC Educational Resources Information Center

Moore, James L., III; Ford, Donna Y.; Milner, H. Richard

2005-01-01

In public school systems all around the country, educators--teachers, counselors, and administrators--have made significant progress in identifying and recruiting diverse populations in gifted and enrichment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans)…

Recruiting Secondary Mathematics Teachers: Characteristics That Add Up for African American Students

ERIC Educational Resources Information Center

Ragland, Tamra C.; Harkness, Shelly Sheats

2014-01-01

In this article, the authors provide portraits of three mathematics teachers: one European American man, one African American man, and one Middle Eastern woman. All three taught in secondary schools with predominantly African American student populations. Semi-structured interviews and observations were conducted to create a comparative case study…

Mentoring at the College Level: A Qualitative Study Examining the Perceptions of African American Men Who Hold A Four-Year Degree and Are Professionally Employed

ERIC Educational Resources Information Center

Lane, Allen, Sr.

2017-01-01

Studies have suggested that the impact of formal and informal mentoring programs have had a positive impact on young African American males from K-12. However, at the college level, African American males, in the United States, struggle to stay in college. African American males have been underachieving educationally, since slavery was abolished…

Victimization and Substance Use among Native American College Students

ERIC Educational Resources Information Center

Fish, Jillian; Livingston, Jennifer A.; VanZile-Tamsen, Carol; Patterson Silver Wolf, David A.

2017-01-01

According to Tribal Critical Race Theory, Native American students have low retention rates due to the structural barriers and racism inherent in colleges and universities. Similarly, structural barriers and racism could put Native American students at risk for victimization and substance use, thus influencing their academic success. The purposes…

Leadership Development and the African American Male College Student Experience

ERIC Educational Resources Information Center

Oaks, D'Arcy John; Duckett, Kirstan; Suddeth, Todd; Kennedy-Phillips, Lance

2013-01-01

Qualitative interviews were employed to assess the effectiveness of a leadership program geared toward African American male personal and professional development, and to examine the relationship between program participation and connectedness. Elements of both social engagement (mentoring and being mentored, peer-to-peer relationships, and…

Safe Havens for African American Students: Finding Support on a White Campus. Draft.

ERIC Educational Resources Information Center

Davis, R. Deborah

This study examined comments from a qualitative study regarding African American students' level of adjustment at predominantly white institutions. A phenomenological approach and ethno-methodology provided the framework to focus on what African American students experience and how they interpret their experiences in what they perceive as a…

The influence of college choice on the success, ethnic identity, and professional sense of belonging of African American engineers

NASA Astrophysics Data System (ADS)

DeRamus-Suazo, Nicole L.

The purpose of this study was to reveal the perceptions of African American engineers on how college choice influenced their success, ethnic identity, and professional sense of belonging by documenting the unique experiences and success stories of African American engineers who attended four-year institutions, historically Black colleges and universities (HBCUs) and predominantly White institutions (PWIs). The research question was best answered through a qualitative, phenomenological study that depicted the lived experiences of individuals in their own voice. The governing interest was in discovering whether aspiring African American engineers, at this stage in their professional experience, favorably viewed their choice of HBCUs versus PWIs. Participants relayed how having a sense of belonging to their institution and having a supportive network of peers and faculty influenced and shaped their outlook on life. Several of the participants spoke of being resolute in achieving their goal to become an engineer despite the challenges faced in college and in the workforce. Whether participants attended an HBCU or PWI, they felt a sense of achievement and a competence to walk into any situation and succeed. Overwhelmingly, most participants expressed they would choose their undergraduate institution again if given the opportunity. African American engineers favorably viewed their undergraduate college choice as having given them an opportunity to achieve their professional aspirations.

Profiles of Motivation for Reading Among African American and Caucasian Students

PubMed Central

Guthrie, John T.; Coddington, Cassandra S.; Wigfield, Allan

2009-01-01

Previous research has investigated motivations for reading by examining positive, or affirming, motivations including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance are relatively independent, and thus, can be combined to form meaningful profiles consisting of: avid, ambivalent, apathetic, and averse readers. With Grade 5 students we found that these motivations were relatively independent for both Caucasian and African American students. The two motivations uniquely explained a significant proportion of variance in reading comprehension and other cognitive reading variables. Although intrinsic motivation was stronger for Caucasians, avoidance was stronger for African Americans. The profile of the African American students contained higher proportions of averse and ambivalent readers than the Caucasian profile. The profile of avid readers showed higher reading achievement than the other profiles. PMID:19960100

Understanding him in STEM: Sharing the stories of African American male scholars in engineering academic programs at a predominantly White university

NASA Astrophysics Data System (ADS)

Hayes, Robert E., III

Globalization of the world economy has confirmed the need for citizens to exemplify competitive capacities in science, technology, engineering, and mathematics fields. Since the 1970s, American higher education has seen increasing numbers of students entering college but has witnessed a decline in the number of students enrolling in STEM programs. African American men fall behind other students in regards to academic performance, persistence, and success throughout primary, secondary, and tertiary schooling. Accordingly, participation of African American men in STEM disciplines is low in comparison to White males and other race groups. Various factors have been identified as contributing to the academic failures of Black men. Poor academic and social preparedness, racial identity issues, institutional climates, negative stereotypes, and fear of success have been cited as potential contributors to the relative invisibility of African American men in STEM disciplines. This study explores the life stories of five African American male scholars in the college of engineering at a predominantly white university. The goal of the qualitative investigation is to help university faculty and administrators understand the institutional, interpersonal, and collective mechanisms influencing the success identities of African American male undergraduates in STEM academic programs. Understanding the lived experiences of this population may help universities innovate stronger supports for men of color in college and broaden the borders for all students interested in STEM careers.

The Afro-American Gospel Choir: Achieving a Positive Campus Climate for African American Students

ERIC Educational Resources Information Center

Pope, Myron L.; Moore, Cynthia

2004-01-01

For African American students, matriculation at a predominantly White institution of higher education can be quite intimidating. Religion is important in providing comfort and encouragement for many of these students. This article describes the Afro-American gospel choir at the University of Alabama and its role in providing a more positive campus…

African American Female Community College Graduates: A Phenomenological Study of Motivation and Success Strategies for Persistence in Minnesota

ERIC Educational Resources Information Center

Mattison, Tamara D.

2013-01-01

African American females at the community level have low persistence rates and the literature regarding motivation and success strategies for those who persist to graduation is limited. This study was designed to identify the motivation and success strategies used by African American females to graduate from community colleges in Minnesota.…

The Impact of Ethnic Identity Stage Development on the Intercultural Sensitivity of African-American Students during Study Abroad

ERIC Educational Resources Information Center

Dinani, Thandiwe T.

2016-01-01

African-American students represent 12% of the 14 million students enrolled in higher education institutions (National Center for Education Statistics, 2013). However, African-American students participate in study-abroad programs at a much lower percentage; African-American students represent 5% of the total number of students who study abroad…

Do You See What I See? Effects of Group Consciousness on African American Women's Attributions to Prejudice

ERIC Educational Resources Information Center

King, Kimberly R.

2003-01-01

This study examined the effects of three types of group consciousness among African American women ("ethnic," "feminist," and "womanist") on prejudice attributions and appraised personal significance ("centrality") of a negative intergroup event. African American female college students (N = 123) imagined themselves in an audiotaped scenario in…

Cultural Community Connection and College Success: An Examination of Southeast Asian American College Students

ERIC Educational Resources Information Center

Museus, Samuel D.; Shiroma, Kiana; Dizon, Jude Paul

2016-01-01

Low rates of college success continue to be a persisting problem in the United States, particularly among Southeast Asian Americans and other populations of color. The purpose of the current inquiry was to understand how cultural community connections influence the success of Southeast Asian American college students. Qualitative methods were…

Understanding African American Males

ERIC Educational Resources Information Center

Bell, Edward Earl

2010-01-01

The purpose of this study was to assess the socialization skills, self-esteem, and academic readiness of African American males in a school environment. Discussions with students and the School Perceptions Questionnaire provided data for this investigation. The intended targets for this investigation were African American students; however, there…

A Phenomenological Exploration of Resilience in African American Male College and University Presidents

ERIC Educational Resources Information Center

Raines, Amber Murphy

2017-01-01

Colleges and universities across the nation are seeking a president with unique qualities to transform their institution. Notwithstanding, surprisingly, few studies have examined how African American presidents confront race while also successfully ascending into the presidency. The purpose of this study was to explore and interpret the…

Authoring Student Voices on College Preparedness: A Case Study

ERIC Educational Resources Information Center

Flennaugh, Terry K.; Howard, Tyrone C.; Malone, Mei-Ling; Tunstall, Jonli; Keetin, Neshemah; Chirapuntu, Tanya

2017-01-01

African American students continue to attend college at much lower rates than their white, Asian, and Latino counterparts. Although researchers have examined this issue from a multitude of vantage points, the voices of students--particularly students of color--have been limited in this research. Using a counter-storytelling narrative approach,…

The Chronic Underrepresentation of African Americans in Medicine. ETS Policy Notes. Volume 12, Number 1, Winter 2004

ERIC Educational Resources Information Center

Barton, Paul E.

2004-01-01

This issue of "ETS Policy Notes" examines the underrepresentation of African Americans in medical school, focusing on trends in enrollment and graduation at all levels of education. African American college students' interest in the medical profession, their pursuit of degrees in biological sciences, and the growing gender differences in…

Challenging the Model Minority Myth: Engaging Asian American Students in Research on Asian American College Student Experiences

ERIC Educational Resources Information Center

Suyemoto, Karen L.; Kim, Grace S.; Tanabe, Miwa; Tawa, John; Day, Stephanie C.

2009-01-01

In this article, the authors introduce a method of understanding the experiences and needs of Asian American students on college campuses through the research process. Specifically, the authors offer a students-as-researchers approach to connect the transformative educational aims of Asian American studies to the scholarship, service, and lived…

Acculturation and substance use in a Mexican American college student sample.

PubMed

Mercado, Alfonso; Ramirez, Maria; Sharma, Rachita; Popan, Jason; Avalos Latorre, Maria Luisa

2017-01-01

Although the association between acculturation and substance use among Latino groups is important, it is often understudied, especially within specific Latino groups living in geographically distinct communities, such as the Mexican American population in South Texas. The researchers of this study aimed to better understand the effect of acculturation on substance use and alcohol dependence in a Mexican American college student population. This survey study investigated the correlation between acculturation and substance use and dependence by using the Vancouver Index of Acculturation (VIA), items related to substance use (nicotine, marijuana, and cocaine) in a Mexican American college student sample (N = 1,494), and the Short Alcohol Dependence Data Questionnaire (SADD; N = 715). The study was conducted in the Texas-Mexico border region. The results suggest that higher levels of acculturation do not predict increased drug use or alcohol dependence in the Mexican American college students. However, acculturation was found to be associated with lower use of cocaine and marijuana. The discussion examines commonalities and differences in drug use and dependence. Specifically, acculturation seems to have an inverse relationship to substance use and may serve as a protective factor to licit and illicit drug use among Mexican American college students.

African American Students' Persistence at a Two-Year Institution: Cognitive, Social, and Institutional Experiences

ERIC Educational Resources Information Center

Hill, Angela Jewell

2017-01-01

Persistence and graduation rates of African American students have become discussion topics of national, state, and educational leaders (U.S. Department of Education, 2012). Many African American students enroll in postsecondary education but do not persist to graduation (Harris, 2016). The purpose of this study was to explore African American…

Dimensions of Acculturation in Native American College Students

ERIC Educational Resources Information Center

Reynolds, Amy L.; Sodano, Sandro M.; Ecklund, Timothy R.; Guyker, Wendy

2012-01-01

Exploratory and confirmatory factor analyses were applied to the responses of two respective independent samples of Native American college students on the Native American Acculturation Scale (NAAS). Three correlated dimensions were found to underlie NAAS items and these dimensions may also comprise a broader higher order dimension of Native…

African American Students' Experiences in Special Education Programs

ERIC Educational Resources Information Center

Craft, Eleanor; Howley, Aimee

2018-01-01

Background/Context: Disproportionate placement of African American students into special education programs is likely to be a form of institutional racism, especially when such placement stigmatizes students. If placement also fails to lead to educational benefits, the practice becomes even more suspect. Some studies have explored disproportionate…

Male and Female: Career Development of African American College Athletes and Non-Athletes

ERIC Educational Resources Information Center

Alexander, Jamie Dowdy

2015-01-01

Tendency to foreclose on careers, vocational exploration, and career commitment were examined in relationship to racial-ethnic socialization, parental responsiveness, and career-related verbal encouragement and emotional support among 228 African American male and female college athletes and non-athletes. A number of tests were conducted to test…

Influences on Labor Market Outcomes of African American College Graduates: A National Study

ERIC Educational Resources Information Center

Strayhorn, Terrell L.

2008-01-01

Using an expanded econometric model, this study sought to estimate more precisely the net effect of independent variables (i.e., attending an HBCU) on three measures of labor market outcomes for African American college graduates. Findings reveal a statistically significant, albeit moderate, relationship between measures of background, human and…

Patterns of condom use among students at historically Black colleges and universities: implications for HIV prevention efforts among college-age young adults.

PubMed

El Bcheraoui, Charbel; Sutton, Madeline Y; Hardnett, Felicia P; Jones, Sandra B

2013-01-01

Over 1.1 million Americans are living with human immunodeficiency virus (HIV), and African-American youth and young adults are disproportionately affected. Condoms are the most effective prevention tool, yet data regarding condom use patterns for African-American college youth are lacking. To inform and strengthen HIV prevention strategies with African-American college-age youth, we surveyed students attending 24 historically Black colleges and universities regarding condom use patterns. Students were administered anonymous questionnaires online to explore knowledge, attitudes, and practices related to condom use during last sexual intercourse (LSI). Among 824 sexually active respondents (51.8% female, median age 20 years, 90.6% heterosexuals), 526 (63.8%) reported condom use during LSI. Students who used condoms for disease prevention, whose mothers completed high school or had some college education or completed college were more likely to have used a condom during LSI. Spontaneity of sexual encounters, not feeling at risk of HIV, and partner-related perceptions were associated with condom non-use during LSI (p<0.05). Over a third of our college youth sample did not use a condom during LSI and may benefit from increased condom education efforts. These efforts should highlight condoms' effectiveness in protection from HIV. Future HIV education and prevention strategies with similar groups of young adults should explore the implications of maternal education, clarify perceptions of HIV risk, and consider strategies that increase consistent condom use to interrupt sexual transmission of HIV.

Positive Psychology and Mexican American College Students' Subjective Well-Being and Depression

ERIC Educational Resources Information Center

Vela, Javier C.; Lu, Ming-Tsan P.; Lenz, A. Stephen; Savage, Miranda C.; Guardiola, Rebekah

2016-01-01

Positive psychology is a useful framework to understand Mexican American college students' complete mental health. In the current study, we examined how presence of meaning in life, search for meaning in life, hope, mindfulness, and grit influenced 130 Mexican American college students' life satisfaction and depression. Within the first regression…

A Phenomenological Investigation on the Role of Mentoring in the Academic Development of African American Male Secondary Students

NASA Astrophysics Data System (ADS)

Inge, Jillian

The purpose of this phenomenological study was to examine how the construct of mentoring by African American males can support the academic development of African American male students. Since African American male students perform significantly lower in academic subjects than their counterparts of other ethnicities, there is an exigent need for change in this area. Built upon the conceptual framework of communal interactions and identity, the inquiry questioned the experiences of mentors for African American male secondary students, and their perceptions of the influence of a mentoring relationship when the mentor and mentee are of similar backgrounds. Participants in this study were 7 African American males who had mentored or were currently mentoring African American male students. Data, obtained through semi structured interviews and focus group interviews, were coded for themes that reflected the experiences of mentors in mentoring African American males. Mentors in this study reported that students with whom they share similar backgrounds and experiences were better able to relate to them than those who had dissimilar backgrounds and experiences. In addition, mentors reported their mentees were more likely to envision themselves in professional areas beyond their perceived cultural norm when they routinely interact with successful African American males from various fields; thus, it was important for mentors to provide opportunities for students to interact with professionals. Contributions to social change will emerge as African American male mentors understand and employ their roles as a fundamental component in the academic development of African American male secondary students and thus empower this population of students to achieve academic success and to serve in a capacity that nurtures their immediate surroundings.

American Indian and White College Student Preferences for Counselor Characteristics.

ERIC Educational Resources Information Center

Bennett, Sandra K.; BigFoot-Sipes, Dolores Subia

1991-01-01

Surveyed 73 American Indian and 81 white college students to determine preferences for counselor characteristics when facing academic or personal problems. Found both groups most preferred counselor with similar attitudes and values. Similar ethnicity appeared more important to American Indian students. Dissimilar characteristics were consistently…

African Americans' perceived sociocultural determinants of suicide: afrocentric implications for public health inequalities.

PubMed

Borum, Valerie

2014-01-01

The cultural values of African Americans have not been adequately incorporated as a theoretical base to develop new public health models. The major objectives of this study were to explore, with a purposive sample, via seven focus groups, 40 African American college students, the following: How do (a) ethnic culture and (b) a "minoritized" status influence perceptions of sociocultural determinants in explaining increases in the incidence of suicide among African Americans? Thematic results of focus group discussions including the following: (a) racism, discrimination, and stereotyping; (b) U.S. individualism; (c) integration and cultural assimilation; and, (d) the prison industrial complex.

More Than Just Style and Delivery: Recasting Public Speaking Courses for African American Students.

ERIC Educational Resources Information Center

Nance, Teresa A.

Recognizing that too often, African American students in communication courses are confronted with communication principles which to them seem inappropriate, unrealistic, and simply false, this paper analyzes the conceptual foundation of the public speaking course and suggests how it might be made more relevant for African American students. The…

Measuring Urban Teachers' Beliefs about African American Students: A Psychometric Analysis

ERIC Educational Resources Information Center

Natesan, Prathiba; Kieftenbeld, Vincent

2013-01-01

Understanding urban teachers' beliefs about African American students has become important because (a) many teachers are reluctant to teach students from other cultures, and (b) most teachers are European American. To construct a psychometrically sound measure of teacher beliefs, the authors investigate the measurement properties of a teacher…

Removing the College Involvement "Research Asterisk": Identifying and Rethinking Predictors of American Indian College Student Involvement

ERIC Educational Resources Information Center

Garland, John L.

2010-01-01

The purpose of this study was to identify campus environmental predictors of American Indian college student involvement. The American Indian research asterisk, or not including American Indian data, has prevailed over student development research for decades. As a result, student affairs professionals have been limited in their ability to develop…

Discordant Voices in the Urban Community College.

ERIC Educational Resources Information Center

Weis, Lois

1992-01-01

Describes a one-year ethnographic study of the cultural conflicts evident at an urban community college, providing quotes from interviews that explain tensions between African-American and white students, between African-American students and African-American faculty, and between African-American men and women. (DMM)

Perceptions of selected science careers by African American high school males

NASA Astrophysics Data System (ADS)

Ijames, Erika Denise

Research indicates that internal and external factors such as role models, stereotypes, and pressures placed on African American males by their family and friends influence their perceptions of science careers (Assibey-Mensah, 1997; Hess & Leal, 1997; Jacobowitz, 1983; Maple & Stage, 1991; Thomas, 1989; Ware & Lee, 1988). The purpose of this research was to investigate the perceptions of African American high school males about selected science careers based on apparent internal and external factors. Two questions guided this research: (1) What are high school African American males' perceptions of science careers? (2) What influences high school African American males' perceptions of science careers? This research was based on a pilot study in which African American college males perceived a selection of science careers along racial and gender lines. The follow-up investigation was conducted at Rockriver High School in Acorn County, and the participants were three college-bound African American males. The decision to choose males was based on the concept of occupational niching along gender lines. In biology, niching is defined as the role of a particular species regarding space and reproduction, and its interactions with other factors. During the seven-week period of the students' senior year, they met with the researcher to discuss their perceptions of science careers. An ethnographic approach was used to allow a richer and thicker narrative to occur. Critical theory was used to describe and interpret the voices of the participants from a social perspective. The data collected were analyzed using a constant comparative analysis technique. The participants revealed role models, negative stereotypes, peer pressure, social pressures, and misconceptions as some of the factors that influenced their perceptions of science careers. Results of this research suggest that by dispelling the misconceptions, educators can positively influence the attitudes and perceptions of

Experiences of Differential Treatment among College Students of Color.

ERIC Educational Resources Information Center

Suarez-Balcazar, Yolanda; Orellana-Damacela, Lucia; Portillo, Nelson; Rowan, Jean M.; Andrews-Guillen, Chelsea

2003-01-01

Studied perceptions of differential treatment of students of color through surveys completed by Caucasian (n=500) and non-Caucasian (n=495) college students. Findings show African Americans experienced more incidents of differential treatment in peer-faculty situations and females rated higher both the degree of offensiveness and degree of…

Islam on Campus: Identity Development of Muslim-American College Students

ERIC Educational Resources Information Center

Dey, Farouk

2012-01-01

Although the study of college student development has progressed during the last decades to address various aspects of identity development across a wide range of diverse populations, there is a noticeable gap in the literature about Muslim-American college students and how the university experience impacts their development as young adults. The…

The Grit of African American Male Pre-Service Teachers

ERIC Educational Resources Information Center

Yates, Lucian, III; Moore, Jerrel; Vairez, Mathias R., Jr.; Barber-Freeman, Pamela T.; Ross, William; Parker, William H.; Bautista, Ramiro

2015-01-01

While the population of America's public schools is becoming more diverse, the percentage of minority teachers is steadily decreasing. While over 44% of all students in America are minority, only 12-14% of teachers are minorities and less than 2% are African American males. The challenge for colleges of education is to recruit more African…

A Study of First-Generation African American and Latino Undergraduates Developing Sociopolitical Consciousness in Introductory Sociology Classes

ERIC Educational Resources Information Center

Castillo-Montoya, Milagros

2013-01-01

This study examines the development of first-generation African American and Latino college students' sociopolitical consciousness in the context of their learning of sociology as a component of their liberal education studies. Given the paucity of research on how college students develop sociopolitical consciousness, this study addresses: (1) the…

African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School

ERIC Educational Resources Information Center

Edwards, Anntwanique DeVonne

2012-01-01

African-American males are overwhelmingly represented in the nation's dropout rates. Dropping out of school has serious social and economic consequences for our society. The dropout rate is overwhelmingly represented by African-American male students, but limited attention is given to student voice. This study examines African-American male…

Perceptions of teaching African American students who succeed during science testing: A hermeneutic phenomenological study

NASA Astrophysics Data System (ADS)

Harris, Tevis Tramaine

The purpose of this hermeneutic phenomenological research was to explore the perceptions of teachers as they instruct African American students who are successful on the North Carolina End-of-Grade Science test. The study identified thoughts, feelings, emotions, and challenges that teachers faced when instructing successful African American students from Title I schools in rural community classrooms. The research study analysis utilized NVivo10RTM software and identified common themes in the data. Five themes emerged from interviews with five fifth- and eighth-grade science teachers. Based on the teachers' perceptions, the findings revealed: (a) teachers experience an emotional journey in high poverty schools; (b) investments encompass sacrificing whatever is needed to help students become successful; (c) relationships should be developed between the teacher and student; (d) intentionality is a part of teachers' daily interaction with students; and (e) teachers encounter a challenging opportunity instructing African American students in science. This study provides valuable data in understanding the experiences of teachers as they instruct successful African American students and the challenges, obstacles, and triumphs teachers face when working with this population of students. The implications of the study suggest that educational leaders provide emotional support to help teachers manage the plethora of emotions experienced on a daily basis. Future study of successful teachers of African American students may further inform the dearth of literature surrounding the experience of successful teachers of minority students.

The experiences of African-American students majoring in engineering: Cognitive, non-cognitive and situational aspects

NASA Astrophysics Data System (ADS)

Hill, Gloria Pinckney

1997-12-01

To understand the causes for the disproportionately high rate of attrition among ethnic minority students, it is important to consider not only how they differ from the majority population, but what differences exist in personal qualities and academic preparation within groups at particular types of institutions, and within particular majors. The purpose of this study is to examine the experiences of African-American students enrolled in engineering at a predominately white, selective research university to determine which cognitive, non-cognitive and situational variables impact their progress towards graduation. The goal was to see how African-American students who meet or exceed the minimum criteria for admission perceive their experience on campus, and what strategies they use to manage their day-to-day existence. The study was conducted using personal interviews guided by an open-ended questionnaire. The qualitative methodology allowed students to assess the college experience through their own cultural lens, and to identify the cognitive, non-cognitive, and situational variables important to them. Responses were sorted by class and gender, tabulated and grouped into categories. Interpretation was primarily descriptive. Consistencies, inconsistencies, patterns and relationships to concepts in the literature and to the research questions were discussed. Findings indicate that well prepared students become less confident about their commitment to engineering and their ability to succeed academically after they begin matriculating rather than before, and that redefinition of what it means to be academically successful is an effective coping mechanism to sustain the effort required to master courses. The study suggests that the current focus on the impact of the freshman year transition on student retention should be expanded to include the sophomore year. This is particularly true for institutions where engineering students spend the first year in a core

Examining the burdens of gendered racism: implications for pregnancy outcomes among college-educated African American women.

PubMed

Jackson, F M; Phillips, M T; Hogue, C J; Curry-Owens, T Y

2001-06-01

As investigators increasingly identify racism as a risk factor for poor health outcomes (with implications for adverse birth outcomes), research efforts must explore individual experiences with and responses to racism. In this study, our aim was to determine how African American college-educated women experience racism that is linked to their identities and roles as African American women (gendered racism). Four hundred seventy-four (474) African American women collaborated in an iterative research process that included focus groups, interviews, and the administration of a pilot stress instrument developed from the qualitative data. Analysis of the qualitative and quantitative data from the responses of a subsample of 167 college-educated women was conducted to determine how the women experienced racism as a stressor. The responses of the women and the results from correlational analysis revealed that a felt sense of obligations for protecting children from racism and the racism that African American women encountered in the workplace were significant stressors. Strong associations were found between pilot scale items where the women acknowledged concerns for their abilities to provide for their children's needs and to the women's specific experiences with racism in the workplace (r = 0.408, p < .001). We hypothesize that the stressors of gendered racism that precede and accompany pregnancy may be risk factors for adverse birth outcomes.

Educating African American Males

ERIC Educational Resources Information Center

Bell, Edward E.

2010-01-01

Background: Schools across America spend money, invest in programs, and sponsor workshops, offer teacher incentives, raise accountability standards, and even evoke the name of Obama in efforts to raise the academic achievement of African American males. Incarceration and college retention rates point to a dismal plight for many African American…

Violent Attacks and Damaged Victims: An Exploration of the Rape Scripts of European American and African American U.S. College Women.

PubMed

Littleton, Heather L; Dodd, Julia C

2016-02-25

Scripts are influential in shaping sexual behaviors. Prior studies have examined the influence of individuals' rape scripts. However, these scripts have not been evaluated among diverse groups. The current study examined the rape scripts of African American (n = 72) and European American (n = 99) college women. Results supported three rape scripts: the "real rape," the "party rape," and the mismatched intentions rape, that were equally common. However, there were some differences, with African Americans' narratives more often including active victim resistance and less often containing victim vulnerability themes. Societal and cultural influences on rape scripts are discussed. © The Author(s) 2016.

Use and Misuse of Speech Diagnostics for African American Students

ERIC Educational Resources Information Center

Baugh, John

2015-01-01

Many African American students have been tested using speech pathology diagnostics that are ill suited to their distinctive linguistic circumstances. Slave descendants of African origin share a unique linguistic heritage in contrast and comparison to every other immigrant group residing within America. In an effort to overcome the legacy of…

Young, Gifted, and Black: Promoting High Achievement among African-American Students.

ERIC Educational Resources Information Center

Perry, Theresa; Steele, Claude; Hilliard, Asa G., III

In three linked but separate essays, this book explores how African-American students experience school in a society that has historically devalued their intellectual abilities. It calls for a new understanding of the unique obstacles black students face in American schools and points to a variety of educational practices that can mitigate those…

Influences of Cultural Characteristics of Minority Students on Academic Choices at a Community College

ERIC Educational Resources Information Center

Newton, Anthony Daron

2012-01-01

This quantitative quasi experimental study compared and analyzed African American/black, Hispanic/Latino, and Caucasian/white American students' selection to enter a certificate, technical, or transferable degree program at a community college. This study explored the relationship between students' race/ethnicity and the students'…

The Discipline Gap: Teachers' Views on the Over-Representation of African American Students in the Discipline System

ERIC Educational Resources Information Center

Gregory, Anne; Mosely, Pharmicia M.

2004-01-01

While the achievement gap between African American students and white and Asian students is discussed widely in the media (e.g. Schemo, 2003), the gap in discipline between African Americans and these groups has gained much less attention. Few studies have explored teacher processes that affect the over-representation of African American students…

College Search Factors that Impact College Matriculation for African American Students: Implications for Policy and Praxis

ERIC Educational Resources Information Center

Van Horn, Brandi Nicole

2010-01-01

College access is a top educational priority in the United States as millions of federal and state dollars are funneled into programs to ensure college access for all students, minorities and low-income students in particular (U.S. Department of Education, 2009a; U.S. Department of Education, 2009b). Over 80% of high school students and their…

Diverse Colleges of Origin of African American Doctoral Recipients, 2001-2005: Historically Black Colleges and Universities and beyond

ERIC Educational Resources Information Center

Sibulkin, Amy E.; Butler, J. S.

2011-01-01

The contribution of HBCUs as "colleges of origin," i.e., where Black doctorates earned their bachelors' degrees, remains of interest, given the historical role of HBCUs and the current desire to increase the percentage of doctorates awarded to African Americans in all fields. Using national survey data from multiple sources, we estimated…

How Religious Engagement Shapes the College Experience of African American Christian Males at a Predominantly White Institution: A Phenomenological Approach

ERIC Educational Resources Information Center

Rice, Stephen J.

2012-01-01

Understanding the different aspects of the college experience of African American males in a predominantly White institution is an important topic for researchers. This focus directly responds to the despairing statistics surrounding collegiate African American males, who often show lower graduation rates compared to other racial groups. The need…

The Impact of the College Environment on Black Students' Access to a Medical School Education

ERIC Educational Resources Information Center

Butler, Barbara Marie

2009-01-01

The focus of this study was to explore factors influencing the disparity in the acceptance rate for African American students into medical school as compared to their white counterparts. This study compared the college environment of Historically Black Colleges and Universities and Principally White Institutions, with respect to African American…

Applying the Theory of Planned Behavior to reporting of forced sex by African-American college women.

PubMed

Amar, Angela Frederick

2009-12-01

Forced sex is a public health issue affecting many college women. Despite physical and mental health consequences, and multiple prevention programs on college campuses, most sexual violence goes unreported (Fisher, Daigle, Cullen, & Turner, 2003). The purpose of this research was to determine the significant attitudes and beliefs that are associated with reporting of forced sexual experiences. Guided by the Theory of Planned Behavior (TPB), the study used a predictive exploratory design to explore the association of intention to report forced sex with attitudes and beliefs (Ajzen, 1991). A convenience sample of 144 African-American women who were attending a private college in the south completed a survey. Women who expressed more favorable attitudes towards reporting, perceived reporting as being supported by important referents, and perceived more control over reporting, reported stronger intentions to report forced sex. The analysis supported the utility of TPB in predicting the intention to report forced sex by African-American college women. Theoretically significant and clinically relevant prevention strategies should incorporate important referents, address salient beliefs, and determine ways to increase perceived behavioral control.

Older African American Female Adult Learners: Their Persistence in the Pursuit of Higher Education and Steady Academic Progress

ERIC Educational Resources Information Center

Ross, Patrice L.

2017-01-01

Colleges and universities throughout the country have seen an influx in enrollment amongst African American women. Many of these women are characterized as non-traditional students. In addition to possessing non-traditional traits, these women occupy two oppressed groups in society; African Americans and females. Along with them being a part of…

Physical Activity among Ethnically Diverse College Students.

ERIC Educational Resources Information Center

Suminski, Richard R.; Petosa, Rick; Utter, Alan C.; Zhang, James J.

2002-01-01

Compared physical activity patterns among Asian, African, white, and Hispanic, American college students. Self-report data indicated that nearly half of the sample did not engage in vigorous physical activity, and 16.7 percent were inactive. Weight-training, youthful physical activity, and television viewing accounted for a significant portion of…

Application to College: A Comparison of Asian American and White High School Students.

ERIC Educational Resources Information Center

Goyette, Kimberly

This paper explores an important component of the high college enrollment of Asian American students: application to college while in high school. Using data from the 1988-1992 waves of the National Educational Longitudinal Study (NELS), rates of application to college are compared for Asian Americans and Whites and various Asian American ethnic…

Community College v. Proprietary School Outcomes: Student Satisfaction among Minority Males

ERIC Educational Resources Information Center

Wood, J. Luke; Vasquez Urias, Marissa C.

2012-01-01

There are numerous differences and similarities between community colleges and proprietary schools. Demographically, both institutional types serve high proportions of low-income and students of color. This study examines minority male (including African American, Hispanic, and Native American) satisfaction outcomes between institutional types.…

Perceived Racial/Ethnic Harassment and Tobacco Use Among African American Young Adults

PubMed Central

Bennett, Gary G.; Wolin, Kathleen Yaus; Robinson, Elwood L.; Fowler, Sherrye; Edwards, Christopher L.

2005-01-01

We examined the association between perceived racial/ethnic harassment and tobacco use in 2129 African American college students in North Carolina. Age-adjusted and multivariate analyses evaluated the effect of harassment on daily and less-than-daily tobacco use. Harassed participants were twice as likely to use tobacco daily (odds ratio = 2.01; 95% confidence interval=1.94, 2.08) compared with those with no reported harassment experiences. Experiences of racial/ethnic harassment may contribute to tobacco use behaviors among some African American young adults. PMID:15671457

Group Counseling for African American Elementary Students: An Exploratory Study

ERIC Educational Resources Information Center

Steen, Sam

2009-01-01

This article describes a group counseling intervention promoting academic achievement and ethnic identity development for twenty fifth grade African American elementary students. The Multigroup Ethnic Identity Measure (MEIM) scores of students participating in the treatment group improved significantly over those in the control group. Implications…

Changes in racial identity among African American college students following the election of Barack Obama.

PubMed

Fuller-Rowell, Thomas E; Burrow, Anthony L; Ong, Anthony D

2011-11-01

The current study considered the influence of the 2008 presidential election on the racial identity of African American college students (M(age) = 19.3 years; 26.3% male). The design of the study consisted of 2 components: longitudinal and daily. The longitudinal component assessed 3 dimensions of racial identity (centrality, private regard, and public regard) 2 weeks before and 5 months after the election, and the daily diary component assessed racial identity and identity exploration on the days immediately before and after the election. Daily items measuring identity exploration focused on how much individuals thought about issues relating to their race. Analyses considered the immediate effects of the election on identity exploration and the extent to which changes in exploration were shaped by racial identity measured prior to the election. We also considered immediate and longer term changes in racial identity following the election and the extent to which longer term changes were conditioned by identity exploration. Findings suggest that the election served as an "encounter" experience (Cross, 1991, 1995, pp. 60-61), which led to increases in identity exploration. Moreover, analyses confirmed that changes in identity exploration were most pronounced among those with higher levels of racial centrality. Results also suggest that the election had both an immediate and a longer term influence on racial identity, which in some instances was conditioned by identity exploration.

Different Hunting Grounds: American Indian Tribal College Student Perceptions of Predominantly White Institutions

ERIC Educational Resources Information Center

Polacek, Cheryl Birdhat

2017-01-01

American Indian students who have attended tribal colleges have expressed gratitude, appreciation and pride in their educational and cultural experiences at these institutions. Most of the 37 tribal colleges and universities (TCUs) in the US and Canada currently offer two-year degree and certificate programs. Many American Indian students who wish…

Academic Self-Concept and Academic Achievement of African American Students Transitioning from Urban to Rural Schools

ERIC Educational Resources Information Center

Bacon, La Shawn Catrice

2011-01-01

The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to…

African American Students in Private, Independent Schools: Parents and School Influences on Racial Identity Development

ERIC Educational Resources Information Center

DeCuir-Gunby, Jessica T.; Martin, Pamela P.; Cooper, Shauna M.

2012-01-01

Although much research has focused on the public school experiences of African American students, few studies exist that explore their race-related experiences within an independent, private school context. Studies have suggested that, while private, independent schools may elevate the quality of African American students' education, many of these…

African Americans in bereavement: grief as a function of ethnicity.

PubMed

Laurie, Anna; Neimeyer, Robert A

2008-01-01

Few empirical studies have explored the grieving process among different ethnic groups within the United States, and very little is known about how African Americans and Caucasians may differ in their experience of loss. The purpose of this study was to examine the African-American experience of grief, with particular emphasis on issues of identity change, interpersonal dimensions of the loss, and continuing attachments with the deceased. Participants were 1,581 bereaved college students (940 Caucasians and 641 African Americans) attending classes at a large southern university. Each participant completed the Inventory of Complicated Grief-Revised, the Continuing Bonds Scale, and questions regarding the circumstances surrounding his or her loss. Results revealed that African Americans experienced more frequent bereavement by homicide, maintenance of a stronger continuing bond with the deceased, greater grief for the loss of extended kin beyond the immediate family, and a sense of support in their grief, despite their tendency to talk less with others about the loss or seek professional support for it. Overall, African Americans reported higher levels of complicated grief symptoms than Caucasians, especially when they spent less time speaking to others about their loss experience. Implications of these findings for bereavement support services for African Americans were briefly noted.

CRitical Issues Bibliography (CRIB) Sheet: Native American College Students.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Higher Education, Washington, DC.

This CRitical Issues Bibliography describes resources that provide an overview of the issues involved for Native American college students, a minority group that is among the least likely to attend college and one that has a low graduation rate. The bibliography concentrates on cultural influences that affect the participation and success of…

Factors That Influence African American Male Retention and Graduation: The Case of Gateway University, a Historically Black College and University

ERIC Educational Resources Information Center

Farmer, Errick D.; Hope, Warren C.

2015-01-01

African American males face major challenges in retention and graduation from institutions of higher education. The 6-year graduation rate for African American males at 4-year public institutions and private nonprofit colleges is less than 40%. This figure suggests that persistence toward degree attainment is a problem. The purpose of this study…

How African-American Elementary Students in High-Poverty Schools Experience Creative Expression: A Case Study Approach

ERIC Educational Resources Information Center

Willis, Belinda F.

2016-01-01

Literature that addresses how the arts enhance student learning through creative expression is minimal. This is especially true for African-American elementary students from high-poverty backgrounds. The purpose of this study was to employ a case study design to explore how African-American elementary students in high-poverty schools experience…

Supporting African American Student Success through Prophetic Activism: New Possibilities for Public School-Church Partnerships

ERIC Educational Resources Information Center

Jordan, Diedria H.; Wilson, Camille M.

2017-01-01

This article describes how African American students' success can be improved via the increased support of Black churches and their partnerships with public schools. Findings and implications from a comparative case study of two North Carolina churches that strive to educationally assist African American public school students are detailed. Both…