Institutional Identity And Self Esteem Among African American Males In College
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Author | : Dominique L. Thomas |
Publisher | : |
Total Pages | : 11 |
Release | : 2012 |
Genre | : |
ISBN | : |
Social identity theory maintains that one's self-concept is partially determined by the social groups to which the individual belongs. Using this as a theoretical framework, this study examined the relationship between multiple dimensions of institutional identity and self-esteem in 411 Black male college freshmen. It was hypothesized that self-esteem would be related to institutional identity and that there would be no differences in this relationship amongst students attending Historically Black Colleges and Universities (HBCUs) and those attending Predominately White Institutions (PWIs). The results suggested that there was a relationship between self-esteem and institutional identity; however, this relationship varied according to institutional type. Although a sense of belonging predicted self-esteem in all institutions, perceptions of others' appraisal (public regard) of their institution predicted self-esteem in HBCU participants, while one's personal appraisal (private regard) of their institution predicted self-esteem in PWI participants. The self-concept of Black male freshmen at PWIs appears to be explained by an internalized appraisal of their institution, while the opposite occurs in Black male freshmen at HBCUs. Further investigation may also suggest a difference in this relationship according to different HBCUs. The Institutional Identity Scale is appended.
Author | : Shawn L. Spurgeon |
Publisher | : |
Total Pages | : 466 |
Release | : 2002 |
Genre | : African American college students |
ISBN | : |
Author | : Jocelyn E. Towler |
Publisher | : |
Total Pages | : 152 |
Release | : 1989 |
Genre | : African American college students |
ISBN | : |
Author | : H. David Banks |
Publisher | : |
Total Pages | : 172 |
Release | : 1992 |
Genre | : African American college students |
ISBN | : |
Author | : Henry T. Frierson |
Publisher | : Emerald Group Publishing |
Total Pages | : 374 |
Release | : 2009-12-04 |
Genre | : Education |
ISBN | : 1849506434 |
Part of the "Emerald's Diversity in Higher Education" series, this volume presents discussions related to reports on research and theoretical views pertaining to Black males in higher education. It also includes discussions of intervention programs within or associated with institutions of higher education.
Author | : Angela Dinkins Coleman |
Publisher | : |
Total Pages | : 204 |
Release | : 1999 |
Genre | : African American college students |
ISBN | : |
Author | : Karl W. Reid |
Publisher | : |
Total Pages | : 294 |
Release | : 2007 |
Genre | : African American college students |
ISBN | : |
High achieving African American males report a heightened sense of self-efficacy, with this motivational belief having the strongest effect on achievement among all the factors considered. In addition, the most confident and successful students also reported being satisfied with their opportunities to interact with faculty. A two-way interaction exists between measures of institutional integration and certain racial identity attitudes. Black males with higher GPAs in college also report higher levels of faculty and peer integration, though the relationship is moderated by certain racial identity attitudes. These results suggest that predominantly White research universities can improve the outcomes of Black male undergraduates by facilitating opportunities for them to meet and interact with faculty and by developing their academic self-efficacy and racial identity beliefs. The dissertation subsequently introduces a multidimensional achievement model for African American males and applies this model to explain why certain university programs are successful. It ends by suggesting specific ways universities can foster the achievement of African American male undergraduates.
Author | : Robert T. Palmer |
Publisher | : John Wiley & Sons |
Total Pages | : 121 |
Release | : 2014-06-24 |
Genre | : Education |
ISBN | : 1118941667 |
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 | : Ticola Shardai Caldwell |
Publisher | : |
Total Pages | : 72 |
Release | : 2011 |
Genre | : |
ISBN | : |
Author | : Myrna V. Dartson |
Publisher | : |
Total Pages | : 260 |
Release | : 1998 |
Genre | : |
ISBN | : |