Academic Resilience, Student Engagement, and Academic Achievement Among Black Male Undergraduates at Predominantly White Institutions PDF Download

Author: Henry C. McCain (III)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 118

View

Book Description
The proportion of Black men enrolled in college is representative of the Black male population in the U.S. (Toldson, 2019). However, an investigation of the 2010 college entry cohort of Black men showed that only 34% graduate within six years (National Center for Education Statistics; NCES, 2019). The disparity in Black male graduation rate is clearer when compared to other races such as White men (61%), Hispanic men (50%), and Asian men (70%) (NCES, 2019). Within-group disparities also exist in that Black women graduate at a rate of 44% (NCES, 2019). Much of the literature on Black undergraduates has been conducted at predominantly White institutions (PWIs) and has shown a pattern of Black male underachievement (Harper, 2015). These studies examined deficit-informed factors such as hostile racial climate (Carter, 2008; Flowers, 2004), racism (Harper, 2007, 2015; Singer, 2005), microaggressions (Sue et al., 2007), and lack of institutional support (Hotchkins & Dancy, 2015) to understand institutional or personal impediments to Black male graduation. Although deficit studies discussed institutional policies and demographic variables that combine to decrease Black male graduation rates, such research also endorses the perception that Black men cannot succeed in college. However, some recent literature has utilized an anti-deficit framework which elucidates the positive attributes of Black men who have graduated despite the institutional inequities (Bridges 2010; Harper, 2007; Strayhorn, 2008; Williamson, 2010). Much remains to be known about Black male students who succeed through these challenges. With that goal in mind, this study will examine the factors of resilience and engagement that help Black men attain academic success in college. The present study utilized quantitative analyses to explore hypotheses concerning the relationship among demographic variables, academic resilience, student engagement, and academic achievement. Participants were recruited from a Midwestern PWI. This researcher engaged in a variety of techniques to obtain the sample which included email list-servs, registered student organizations, flyers, and snowball sampling. The measures used included a demographic instrument, the Student Engagement Scale (SES; Gunuc & Kuzu, 2015), and the Academic Resilience Scale (ARS-30; Cassidy, 2016). Data were collected online using Qualtrics survey software. A total of 124 Black men from a Midwestern PWI agreed to complete surveys Primary analyses were bi-variate correlation and logistic regression. In this study, academic resilience and student engagement were statistically significant predictors of academic achievement. Student engagement was found to be a predictor of academic achievement. Academic resilience was not a better predictor of achievement when compared to student engagement.

Author: Tim King
Publisher: Routledge
ISBN: 9781579229610
Category : African American men
Languages : en
Pages : 0

View

Book Description
This book uniquely examines the trajectory of Black males through the educational pipeline from pre-school through college. In doing so it not only contributes significantly to the scholarship on the experiences of this population, but bridges the gap between theory and practice to provide frameworks and models.

Author: Erik E. Morales
Publisher: Peter Lang
ISBN: 9780820467634
Category : Education
Languages : en
Pages : 180

View

Book Description
Promoting Academic Resilience in Multicultural America combines biographical sketches of resilient students, examples of effective programs designed to encourage resilience, recent research in the field, and their own experiences of resilient academics of color. The book illustrates exactly how academic success occurs within traditionally challenged learning environments. The authors focus most closely on the crucial transition between high school and college. The individuals spotlighted and programs outlined cross racial, gender, socioeconomic, and ethnic lines, and include African American, Hispanic, and white students. In part, the authors conclude that there are specific multidimensional protective factors that work collaboratively to enable the success of these exceptional students. It is the detailed exploration of these phenomena that lie at the heart of this work and that has the potential to help all children excel. Among other uses, this book could be a valuable addition to a college freshmen seminar series, a foundations of education course, a course on multiculturalism in America and/or any course focused on basic educational psychology.

Author: Robert T. Palmer
Publisher: John Wiley & Sons
ISBN: 1118941667
Category : Education
Languages : en
Pages : 121

View

Book Description
Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Offering recommendations and strategies to help advance success among Black males, this monograph provides a comprehensive synthesis and analysis of factors that promote the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges). It delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education. This is the 3rd issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Author: J. Luke Wood
Publisher: Routledge
ISBN: 1134699182
Category : Education
Languages : en
Pages : 136

View

Book Description
Black Men in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of Black male students in colleges and universities. In this comprehensive but manageable text, leading researchers J. Luke Wood and Robert T. Palmer highlight the current status of Black men in higher education and review relevant research literature and theory on their experiences in various postsecondary education contexts. The authors also provide and contextualize innovative, actionable strategies and solutions to help institutions increase the participation and success of Black male college students. The most recent addition to the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve Black men in higher education.

Author: Patrick B. Booker
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 182

View

Book Description

Author: Lawrence L. Scott
Publisher: Universal-Publishers
ISBN: 1612337627
Category : Social Science
Languages : en
Pages : 129

View

Book Description
The purpose of this qualitative study was to explore the experiences and perceptions of 10 selected academically successful African American male leaders. In this study, "academic success" was defined as these African American men who attained a master's or postgraduate degree such as a M.D., Ph.D., or J.D. Even though there is bountiful research on the deficiencies in the lives of African American males, it is still unclear what conditions lead African American men to higher educational attainment. The goal of this study was to also add to the deficient, ever-emerging body of research in the area of African American male educational attainment, while providing viable solutions that speak to the plights of African American males from all educational backgrounds and experiences. Using a basic interpretive qualitative inquiry format, the research questions focused on (a) how professional and familial social capital is related to academic success, (b) the participant's perception of the role of resilience in the pursuit of academic attainment, and (c) how does self-efficacy influence academic success for these African American male participants? This research analyzed recurring themes from these participants, who were solicited because they can provide expert testimony on how an African American male can achieve academically. The inquiry produced three recurring themes: Self-Belief and Identity, Social Network and Support, and Faith, Spirituality, and Inspiration. After a comprehensive qualitative analysis of the themes, the following categories emerged: Resilience Over Faulty Mindsets; Competition; Above Mediocrity; Social Network and Support; Family; Positive Influences, Mentors, and Peers; Opportunities; Faith, Spirituality, and Inspiration; Faith in a Higher Power; and Historical Responsibility. All the participants identified Social Network and Support as a major factor in their academic success. Most participants credited a parent, peer, mentor, or teacher as the most influential person that helped them throughout their educational pursuits.

Author: Stuart Rhoden
Publisher:
ISBN:
Category :
Languages : en
Pages : 181

View

Book Description
Boys to Men: Building Resilience in Young Black Male Students Stuart Rhoden Doctor of Philosophy Temple University, 2013 Will J. Jordan, Ph.D. Chair The main purpose of this research was to help identify persistence as reported by Black male college students who were the inaugural graduates of the Class of 2011 from a predominantly Black, all-male Charter High School in the Mid-Atlantic region. Examining this population of students was significant because too often Black male educational choices have been examined through the lens of deficit models. This study adds to the growing body of data which has begun to identify positive attributes of Black male role models at the secondary and postsecondary level. Identifying relevant factors which helped Black male students successfully navigate through high school despite these traditional challenges and achieve academically, has the potential to give educators strategies to help increase the likelihood of more Black males attaining higher educational achievement. One of the ways young Black males countered the toxicity of negative influences and expectations was through persistence. Thus, despite the fact that these young Black males often had to navigate through a history of racial discrimination in this country, challenges in family structure, low income, and in many cases, extremely violent neighborhoods, communities and schools, they had still experienced positive supports and maintained positive attitudes that carried them through to positive academic achievement. Central to this persistence and positive attitude was trust. In order to create more positive educational outcomes, it is critical to examine why some young Black males succeed in the face of adversity while many of their peers do not. This study was conducted qualitatively through interviewing ten graduates of a predominantly Black, all-male charter high school in the mid-Atlantic region of the country. Interviews focused on subjects background experiences growing up, their high school experiences while at DuBois Charter High School (pseudonym) and their experiences either currently attending or formerly attending college. A group interview with two key administrators, the CEO and the College Counselor at DuBois Charter high school also took place. These interviews provided contextual background information on the participants' high school experience. The significant actors who helped these young Black males achieve and attain positive academic outcomes are threefold; parent(s), peers who attended their high school, teachers and administrators of their high school. Some of the actions these mentors took to help them achieve college attendance included; teaching them how to seek academic assistance when needed, helping them become self-advocates, showing them how to learn from setbacks and move forward, helping them to present themselves in a manner that was both authentic to their culture, as well as to their academic abilities, teaching them to rise above perceived expectations of what it meant to be Black and male, and guiding them through the navigation process in a new, unfamiliar environment and being successful. Conclusions drawn from this study included; 1. Trust was essential to overcoming perceived and real structural inequalities. Educational resilience can only be demonstrated when institutions are willing to provide a safe, nurturing environment which allows for failure to contribute to positive growth. 2. Seeking academic and social assistance from peers and adults was constructive in contributing to increased positive academic achievement. 3. Cultural capital and exposure to an expansive array of experiences can help minimize the negative effects of poverty if done purposefully and reflectively. 4. Family, peers, and individual agency were critical in sustaining persistence throughout the identity development which resulted in the demonstration of resilience. 5. Understanding and nurturing the social-emotional, racial and gender identity of young Black men was an essential component to positive academic and social achievement.

Author: Kristen J. Mills
Publisher:
ISBN: 9781085687881
Category : Electronic dissertations
Languages : en
Pages : 213

View

Book Description
Academic resilience provides a strengths-based framework for examining personal and contextual factors that impact the academic success of Black college students. At the same time, it is imperative to acknowledge negative outcomes that exist in tandem with academic resilience such as racial battle fatigue (i.e., race-related psychological, physiological, and behavioral stress responses). The present study examined campus climate (i.e., general, academic, and racial campus climate), academic resilience, racial battle fatigue, and civic engagement among Black college students attending a historically and predominantly white institution (PWI). An online survey was used to collect data from a simple random sample of approximately 380 Black college students attending a Midwestern university. Hierarchical multiple regression analyses were used to test for (1a) the direct effect of campus climate on academic resilience, (1b) the moderating effect of civic engagement on the relationship between campus climate and academic resilience, (2a) the direct effect of campus climate on racial battle fatigue and (2b) the moderating effect of civic engagement on the relationship between campus climate and racial battle fatigue. This scholarship aimed to advance knowledge about how campus climate impacts Black students holistically, and the significance of civic engagement for guiding how Black students negotiate and navigate the academic milieu to advance their academic goals and support their well-being. Findings revealed differential relationships between general, academic, and racial campus climate and academic resilience such that general and academic campus climate positively predicted academic resilience, but racial campus climate negatively predicted academic resilience. The findings also revealed differential moderation of civic engagement such that civic engagement only moderated the relationship between general campus climate and academic resilience. Similarly, findings revealed differential relationships between general, academic, and racial campus climate and racial battle fatigue (physiological, psychological, physio-behavioral, and psycho-behavioral). General campus climate negatively predicted psychological and psycho-behavioral racial battle fatigue. Academic campus climate negatively predicted each type of racial battle fatigue. Racial campus climate negatively predicted physiological and psychological racial battle fatigue. In addition, the findings revealed differential moderation and conditional variation of civic engagement between each form of campus climate and racial battle fatigue. Civic engagement moderated the relationship between general campus climate and physiological racial battle fatigue. Civic engagement moderated the relationship between academic campus climate and psychological racial battle fatigue, but this moderation was opposite of the hypothesized direction. Civic engagement also moderated the relationship between racial campus climate and psychological racial battle fatigue. Implications for future research and practice are discussed.

Author: Rhonda A. Ricks
Publisher:
ISBN:
Category :
Languages : en
Pages : 328

View

Book Description
The student populations in colleges and universities in the United States have become more diverse in the students that they serve. It has been argued that disaggregation of student data would allow researchers to test the saliency of student development models. However, there is only a small body of research available on first-year Black male students, particularly data related to student engagement. This study, focusing on first-year Black male students, explored the relationship between student engagement in educationally purposeful activities and GPA. In addition, it explored whether there were differences in engagement practices by parental education, major field of study, on or off campus employment, or the type of four-year institution attended. This study further explored whether the quality of the educational experience was predictive of the GPA for first-year Black male students.^A national sample of 1200 first-year Black male students who participated in the web version of National Survey of Student Engagement (NSSE) was obtained from the Indiana Center for Postsecondary Research. Ex-post facto correlational design was employed. True to its correlational design, the research employed descriptive statistics and a a general linear model inclusive of MANOVA, followed by univariate analysis of variance, and post hoc and regression analysis. Several important findings emerged from this study. First, student engagement in four of the five benchmarks that include Level of Academic Challenge (LAC), Active and Collaborative Learning (ACL), Student-Faculty Interaction (SFI), and Enriching Educational Experiences (EEE) were not found to be strongly associated with the GPA of first-year Black male students.^Second, differences were determined by parental educational level, hours worked on-and off-campus, type of institution attended, and major field of study for four of the five benchmarks. Third, a relationship with faculty members was found to be an important predictor of GPA. However, the variables were not strong predictors of GPA. In addition, relationships with administration and personnel were found to have a negative effect on the GPA of students who attended public 4-year institutions and Master's Colleges and Universities (larger programs) as opposed to those who attend private institutions. The implications of this study are discussed, focusing on first-year Black male student engagement activities, and directions for future research. In sum, this study contributes to the limited amount of literature addressing Black-male student engagement, specifically focusing on first-year Black male students.