Academic self-concept and academic achievement of African American students transitioning from urban to rural schools

2011 ◽  
Author(s):  
La Shawn Catrice Bacon
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Rural Schools ◽  
African American Students ◽  
Self Concept ◽  
American Students

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

2013 ◽  
Vol 60 (4) ◽  
pp. 582-592 ◽  
Author(s):  
Güler Boyraz ◽  
Sharon G. Horne ◽  
Archandria C. Owens ◽  
Aisha P. Armstrong
Keyword(s):  
Academic Achievement ◽  
African American ◽  
African American Students ◽  
College Persistence ◽  
Trauma Exposure ◽  
American Students

African American Students, Racism, and Academic Injustice

2021 ◽  
pp. 666-689
Author(s):  
Patrice W. Glenn Jones ◽  
Warren C. Hope
Keyword(s):  
Academic Achievement ◽  
African American ◽  
African American Students ◽  
Instructional Strategy ◽  
Academic Improvement ◽  
Low Socioeconomic ◽  
American Students ◽  
Racial Injustice ◽  
Urban Student ◽  
The Impact

In effort to align academic achievement for all students, this chapter offers Fostering Urban Student Excellence (FUSE) as an instructional strategy to curtail not-learning and evoke academic improvement among African American students, particularly those from low socioeconomic backgrounds. In addition to introducing FUSE, this chapter outlines the achievement gap, along with the factors that impact it, and reveals the academic position imposed upon African American students by social injustices. The chapter also establishes the critical need for FUSE as a specific instructional strategy to combat the impact of racial injustice.

Self-Concept of African-American Students: An Operational Model for Special Education

1992 ◽  
Vol 59 (2) ◽  
pp. 160-167 ◽  
Author(s):  
Festus E. Obiakor
Keyword(s):  
Special Education ◽  
African American ◽  
African American Students ◽  
Assessment Tools ◽  
Self Concept ◽  
Operational Model ◽  
School Programs ◽  
American Students ◽  
Multicultural Perspectives

African-American students who fail in school programs are presumed to have a “low” self-concept. However, this view fails to recognize self-concept as an observable, describable, situation-specific, and measurable phenomenon. In addition, it ignores the cultural biases and prejudices inherent in current self-concept assessment tools. In contrast, the operational model of self-concept, which defines self-descriptive behavior, permits identification of styles, strengths, and weaknesses in the areas of self-concept. The article explores methods for enhancing self-concepts of African-American students and accommodating multicultural perspectives.

Addressing the Sociocultural Determinants of African American Students’ Academic Achievement: The Four Themes of the American School Counselor Association’s National Model and the Role of School Counselors

2016 ◽  
Vol 54 (8) ◽  
pp. 1149-1175 ◽  
Author(s):  
Jonathan P. Rust
Keyword(s):  
Academic Achievement ◽  
African American ◽  
School Counselors ◽  
African American Students ◽  
School Counselor ◽  
Sociocultural Factors ◽  
Systematic Change ◽  
American School ◽  
American Students ◽  
National Model

Social justice, ensuring that all students receive access to equitable educational resources and opportunities to succeed academically, is a guiding principle for school counselors. With this ideal in mind, specific sociocultural factors that affect the academic achievement of African American students in urban school settings are considered. Subsequently, the four themes of the American School Counselor Association’s National Model—leadership, advocacy, collaboration, and systematic change—are used to provide school counselors in urban schools with guidelines to address the academic achievement of African American students related to these sociocultural factors.

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.

A Potential Avenue for Academic Success: Hope Predicts an Achievement-Oriented Psychosocial Profile in African American Adolescents

2018 ◽  
Vol 44 (6) ◽  
pp. 532-561 ◽  
Author(s):  
Dante D. Dixson ◽  
David Stevens
Keyword(s):  
African American ◽  
Academic Success ◽  
African American Students ◽  
Academic Motivation ◽  
Self Regulation ◽  
African American Adolescents ◽  
Self Concept ◽  
Psychosocial Variables ◽  
Psychosocial Profile ◽  
American Students

In a sample of 117 African American students, we examined how well hope predicts five psychosocial variables—school belonging, academic self-concept, goal valuation, attitude toward teachers, and academic motivation/self-regulation—that altogether make up an achievement-oriented psychosocial profile. Results indicated that, after controlling for demographics and previous achievement, the subscales of hope accounted for a meaningful portion of all five psychosocial variables, ranging from 17.2% to 29.9%. The agency subscale of hope was a significant predictor of all five psychosocial variables, while pathways was only a significant predictor of goal valuation and academic self-concept. Given that several quick and effective universal hope interventions have been developed, these results suggest that hope may be a promising avenue to improve the achievement-related outcomes of African American students as well as aid in mitigating the achievement gap.

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