Examining Adaptive Behaviors as Resistance Strategies for African American College Students in Adverse University Contexts

2022 ◽  
pp. 002193472110675
Author(s):  
Sherrell Hicklen House
Keyword(s):  
College Students ◽  
African American ◽  
Predominantly White ◽  
Adaptive Behaviors ◽  
African American College Students ◽  
Primary Method ◽  
Individual Interviews ◽  
Resistance Strategies ◽  
Predominantly White University ◽  
American Students

This study explored the adaptive behaviors used by African American college students attending a predominantly White university. In-depth individual interviews were conducted and used as the primary method of data collection for this study. In addition, a focus group session provided member checking opportunity to strengthen the study. The analysis revealed participants utilized multiple adaptive behaviors to combat negative racialized experiences while attending a university where they were underrepresented. These adaptive behaviors were used as resistance strategies by African American students navigating a racially charged university context.

What Do We Know about the Motivation of African American Students? Challenging the "Anti-Intellectual" Myth

2003 ◽  
Vol 73 (4) ◽  
pp. 524-558 ◽  
Author(s):  
KEVIN COKLEY
Keyword(s):  
African American ◽  
Predominantly White ◽  
Historically Black ◽  
African American Students ◽  
Academic Motivation ◽  
Black Colleges ◽  
Self Concept ◽  
African American College Students ◽  
Predominantly White University ◽  
American Students

In this article, Kevin Cokley challenges conventional wisdom about African American college students and the factors underlying their academic underachievement. In this quantitative study of students attending three historically Black colleges and universities and one predominantly White university, Cokley reviews and integrates existing research on the academic motivation and academic self-concept of African American students. He then introduces self-determination theory as an additional motivational framework to understand African American students' motivation. While Cokley finds that African American students are intrinsically highly motivated, this motivation is not related to how they perform academically or to their academic self-concept.

Peer Influence on the Psychosocial and Behavioral Health of African American College Students

2017 ◽  
Vol 32 (4) ◽  
Author(s):  
Kentya H. Ford ◽  
Angela Meshack ◽  
Ronald J. Peters ◽  
Mi-Ting Lin ◽  
Sheila Yu
Keyword(s):  
College Students ◽  
African American ◽  
Behavioral Health ◽  
Peer Influence ◽  
The United States ◽  
African American College Students ◽  
Psychosocial Effects ◽  
Study Results ◽  
American Students ◽  
Personal Conflict

The relationship between psychological and behavioral health and bother from non-college at-tending peers was assessed among 180 African American students attending a historically black universityin the southwestern region of the United States in the spring of 2013. Results: Students reporting stressrelated to influence from non-college attending friends reported significantly higher conflicts with theirpartners (5.31 vs. 1.26, p < .05), lower personal conflict resolution (2.00 vs. .70, p < .05), and lowerfamily connectedness (30.81 vs. 34.02, p < .05). Study results emphasize college students’ need for copingskills to address external culturally-linked stressors. The information gained from this research may providestrategic guidance in understanding the behavioral and psychosocial effects of extended peer networks onthe mental health of college students.

Effects of Living on Campus on African American Students' Educational Gains in College

NASPA Journal ◽  
2004 ◽  
Vol 41 (2) ◽  
Author(s):  
Lamont A. Flowers
Keyword(s):  
College Students ◽  
African American ◽  
Social Development ◽  
African American Students ◽  
Residence Hall ◽  
Demographic Characteristics ◽  
Institutional Characteristics ◽  
African American College Students ◽  
American Students

The effects of living on campus on educational gains were estimated for a sample of African American college students. This study also examined the effects of specific residence hall experiences on African American students' educational gains in college. Controlling for an extensive array of demographic characteristics, institutional characteristics, and academic and nonacademic experiences in college, the results indicated that African American students who lived on campus reported significantly higher gains in personal and social development than African American students who did not live on campus.

Religiosity and HIV Risk Behaviors in African-American Students

2011 ◽  
Vol 108 (2) ◽  
pp. 528-536 ◽  
Author(s):  
Kimberly Boyd-Starke ◽  
Oliver W. Hill ◽  
John Fife ◽  
Marcina Whittington
Keyword(s):  
College Students ◽  
African American ◽  
Risk Behaviors ◽  
Hiv Risk ◽  
Sexual Behaviors ◽  
African American Students ◽  
Hiv Risk Behaviors ◽  
Risky Sexual Behaviors ◽  
African American College Students ◽  
American Students

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.

scholarly journals Student Retention Through The Lens Of Campus Climate, Racial Stereotypes, And Faculty Relationships

2009 ◽  
Vol 4 (3) ◽  
pp. 21-26 ◽  
Author(s):  
Derrick Love
Keyword(s):  
African American ◽  
Predominantly White ◽  
Student Retention ◽  
Campus Climate ◽  
African American Students ◽  
Racial Stereotypes ◽  
African American College Students ◽  
Predominantly White Institution ◽  
Faculty Relationships ◽  
American Students

Higher Education Institutions are seeing increased retention rates among African-American college students at predominantly white institutions (PWIs). Institutional barriers such as unwelcoming campus climates, racial stereotypes, and faculty relationships have raised concerns as viable factors as to why the attrition rate for African-American students at PWIs is still on the rise. Ninety African-American college students participated in the Culture Attitude and Climate (CACS) survey. This study revealed a direct relationship between campus climate, racial stereotypes, and faculty relationships and student retention in African-American students attending a predominantly white institution. There was a statistically positive correlation between the perceptions of African-American students pertaining to student retention and campus climate, racial stereotypes, and faculty relationships at a predominantly white institution. African-American students want to be a part of an inclusive academic body that promotes diversity and student success.

scholarly journals Campus climate comparisons in academic pursuits: How race still matters for African American college students

2019 ◽  
Vol 22 (3) ◽  
pp. 390-402 ◽  
Author(s):  
Santiba D. Campbell ◽  
Adrienne R. Carter-Sowell ◽  
Jericka S. Battle
Keyword(s):  
College Students ◽  
African American ◽  
Academic Success ◽  
Campus Climate ◽  
African American Students ◽  
Climate Impacts ◽  
Black College ◽  
African American College Students ◽  
Wide Range ◽  
American Students

Perceptions of social estrangement felt by African American college students can account for group-based inequalities evident in a wide range of educational outcomes. Moreover, racial incidents, occurring on and off college campuses, make race more salient for African American students and influence emerging identity development. By recruiting African American students enrolled at predominantly White institutions (PWIs) as well as at historically Black college and universities (HBCUs), this study examined how individual differences in sensitivity to racial status related to self-reported scores of students’ academic success and satisfaction. African American participants ( N = 352) contributed to a longitudinal study surveying the daily life experiences of African American college students. We predicted that across the participant groups, assessed outcomes would be similar, but not identical due to varying campus climates. Results indicated that at both HBCU and PWI institutions, race matters at the individual level and campus climate impacts groups differently.

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