The Effect of Self-efficacy on First-generation African-American College Students
The Effect of Self-efficacy on First-generation African-American College Students

Author: Benita Lynn Cabbler

Publisher:

Published: 2021

Total Pages: 109

ISBN-13:

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As students transition into college, some matriculate with more family, social, and academic support structures than others. Students who are the first in their families to attend college may not have the support necessary to help them succeed, influencing a need for more college resources to assist students with becoming academically successful. The purpose of this quantitative causal-comparative study was to determine if there were significant differences in perceived self-efficacy between first-generation and non-first-generation African American college students. The independent variable was African American college student status: first-generation African American college students and non-first-generation African American college students. The dependent variables were perceived collective self-efficacy, perceived social self-efficacy, perceived academic self-efficacy, and perceived roommate self-efficacy. The College Self-Efficacy Inventory (CSEI), which measures collective self-efficacy and the three psychosocial factors: academic self-efficacy, roommate self-efficacy, and social self-efficacy, was used in this study. There was no significant difference in the collective self-efficacy of first-generation African American college students and non-first-generation African American college students as it relates to college self-efficacy. Additionally, there was no significant difference between the two groups in the subscales of: academic self-efficacy, social self-efficacy, and roommate self-efficacy. Given that self-efficacy is malleable, the results of this casual comparative study can be used by colleges to evaluate current programs and design new programs that meet the needs for first-generation students to be academically successful.

The Evolving Challenges of Black College Students
The Evolving Challenges of Black College Students

Author: Terrell L. Strayhorn

Publisher: Taylor & Francis

Published: 2023-07-03

Total Pages: 208

ISBN-13: 1000980146

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Presenting new empirical evidence and employing fresh theoretical perspectives, this book sheds new light on the challenges that Black Students face from the time they apply to college through their lives on campus.The contributors make the case that the new generation of Black students differ in attitudes and backgrounds from earlier generations, and demonstrate the importance of understanding the diversity of Black identity.Successive chapters address the nature and importance of Black spirituality for reducing isolation and race-related stress, and as a source of meaning making; students’ college selection and decision process and the expectations it fosters; first-generation Black women’s motivations for attending college; the social-psychological determinants of academic achievement, and how resiliency can be developed and nurtured; institutional climate and the role of cultural centers; as well as identity development; and mentoring. The book includes a new research study of African American male undergraduates who identify as gay or bisexual; discusses the impact of student-to-student interactions in intellectual development and leadership building; describes the successful strategies used by historically Black institutions with at-risk men; considers the role of parents in Black male students’ lives, and the applicability of the “millennial” label to the new cohort of African American students.The book offers new insights and concrete recommendations for policies and practices to provide the social and academic support for African American students to persist and fully benefit from their collegiate experience. It will be of value to student affairs personnel and faculty; constitutes a textbook for courses on student populations and their development; and provides a springboard for future research.

College Student Self-Efficacy Research Studies
College Student Self-Efficacy Research Studies

Author: Terence Hicks

Publisher: University Press of America

Published: 2014-02-11

Total Pages: 273

ISBN-13: 0761862706

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College Student Self-Efficacy Research Studies offers three uniquely designed sections that provide a unique mixture of research studies conducted on African American, Mexican American, and first-generation college students. This book explores a variety of factors affecting a diverse group of college students including institutional commitment, college adjustment, and social and academic self-efficacy barriers.

Self-efficacy and Career Decision-making
Self-efficacy and Career Decision-making

Author: Markel DeAndrus Quarles

Publisher:

Published: 2010

Total Pages: 390

ISBN-13: 9781124332475

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A series of voluntary and mandated interventions were identified as important correlates for academic success. Because of limited research on the role admission policies play in student success, university admissions policies, career decision-making, and self-efficacy served as the constructs for this study.

Academic Self-Efficacy, Racial Identity, Institutional Integration, and the Educational Experiences of African American Male Community College Students
Academic Self-Efficacy, Racial Identity, Institutional Integration, and the Educational Experiences of African American Male Community College Students

Author: Julius Saba Munyantwali

Publisher:

Published: 2022

Total Pages: 0

ISBN-13:

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Since the late 1960s, the enrollment of African American students in higher education has steadily increased. Furthermore, the community college system and specifically the California community college system has seen the highest rise in the enrollment of African American students. Despite the rise in their numbers, African American male students who have relied on the California community college system as a conduit to a better life continue to have the lowest academic achievement outcomes and are the most likely to leave college. Although research shows that the persistence and academic achievement of college students is linked to the interactions they have with faculty and their peers, little is known about whether these relationships are also connected to the academic achievement of African American males attending California community colleges, nor is it understood how psychosocial factors influence the achievement. This dissertation built on a study conducted by Reid (2007) in which Tinto's institutional integration theory (e.g., Tinto, 1993) was extended by assertion that African American males who are academically successful (and not just persistent) are also well integrated in the academic and social milieu of their college campuses. Reid's study also hypothesized that their level of institutional integration which influenced their academic achievement was linked to their racial identity attitudes and self-efficacy beliefs. The study employed a qualitative phenomenological approach in which twelve African American male students, who were recruited from one Southern California community college, were interviewed to learn about their educational experiences and perceptions. The goal of the study was to provide a voice to this student subgroup which continues to under-perform academically. The findings of the study highlight the importance of race, faculty connections and intrinsic motivation factors in reaching academic goals. The study provides recommendations, based on the findings, for educators, administrators and other community college stakeholders to better assist African American males attending community colleges in California to attain their educational goals.

The Impact of Self-Perception of Academic Ability on Academic Performance in African American, Male, First Generation College Students
The Impact of Self-Perception of Academic Ability on Academic Performance in African American, Male, First Generation College Students

Author: Brock Anthony Joseph Mayers

Publisher:

Published: 2021

Total Pages: 114

ISBN-13:

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Despite an increase in the accessibility to higher education by non-traditional populations, there remain a significant number of students that come from families where they are the first to attend and hopefully graduate from college. In addition to the challenges faced by first time college students, first-generation college students (FGS) are faced with their own unique and complex issues. Notably, the relationship between self-perception of academic abilities and academic performance can have an impact on the retention and persistence of this student population. The author frames the issues faced by FGS and deconstruct the role of self-perception, self-esteem and self-efficacy in academic achievement amongst the target population ultimately intended to lead to successful postsecondary outcomes. Seven categories emerged from data content analysis of the data: (a) being an African American male, (b) being a Man of Morehouse, (c) being a FGS, (d) community support, (e) peer support, (f) institutional support and (g) motivation. Based on findings, a student centric success model was designed to support the academic success of the target population.