Sex and Grade-Level Differences in Need Achievement among Black College Students

1976 ◽  
Vol 43 (1) ◽  
pp. 135-140 ◽  
Author(s):  
Marvin L. Schroth
Keyword(s):  
College Students ◽  
Internal Control ◽  
Grade Level ◽  
Black Families ◽  
Black College ◽  
Black College Students ◽  
Task Orientation ◽  
Major Purpose ◽  
Black Females ◽  
Grade Level Differences

The major purpose of the present study was to investigate sex differences among black college students in need for achievement ( n Ach). 60 freshmen and seniors who served as subjects were administered the TAT. A 2 × 3 × 2 factorial design was used with sex, task orientation, and grade level as the independent variables. The results showed black females to be higher on n Ach than black males and that n Ach increased with grade level. These findings were interpreted in line with a “matricentric structure of black families” hypothesis and “internal control” theory, respectively. Task-orientation conditions did not affect n Ach.

scholarly journals Parental Educational Attainment and Mental Well-Being of College Students: Diminished Returns of Blacks

2018 ◽  
Vol 8 (11) ◽  
pp. 193 ◽  
Author(s):  
Shervin Assari
Keyword(s):  
College Students ◽  
Educational Attainment ◽  
Well Being ◽  
Black Families ◽  
Black College ◽  
Mental Wellbeing ◽  
Black College Students ◽  
And Gender ◽  
Parental Educational Attainment ◽  
Mental Well Being

Background. According to the Minorities’ Diminished Returns (MDR) theory, the health returns of socioeconomic status (SES) are systemically smaller for Blacks compared to Whites. Less is known, however, about trans-generational aspects of such diminished gains. For example, the differential impact of parental educational attainment on differences in mental well-being between White versus Black college students remains unknown. Aims. With a national scope, this study explored racial differences in the effect of parental educational attainment on the mental well-being of college students in the United States. Methods. The Healthy Mind Study (HMS), 2016–2017, is a national telephone survey that included 41,898 college students. The sample was composed of Whites (n = 38,544; 92.0%) and Blacks (n = 3354; 8.0%). The independent variable was highest parental educational attainment. The dependent variable was mental well-being (mentally healthy days in the past month) which was measured using a single item. Age and gender were covariates. Race was the moderator. Logistic regression was used for data analysis. Results. In the pooled sample, high parental educational attainment was associated with better mental wellbeing, independent of race, age, and gender. Race, however, showed a significant interaction with parental educational attainment on students’ mental wellbeing, indicating a smaller effect of parent education on the mental wellbeing of Black compared to White college students. Conclusions. The returns of parental educational attainment in terms of mental well-being is smaller for Black college students compared to their White counterparts. To minimize the diminished returns of parental education in Black families, policies should go beyond equalizing SES and reduce the structural barriers that are common in the lives of Black families. Policies should also aim to reduce extra costs of upward social mobility, prevent discrimination, and enhance the quality of education for Blacks. As the mechanisms that are involved in MDR are multi-level, multi-level solutions are needed to minimize the racial gaps in gaining mental health benefits from higher socioeconomic levels.

Semantic Habits and Attitudes of Black College Students

1978 ◽  
Vol 42 (3) ◽  
pp. 963-969
Author(s):  
Kathleen Chen
Keyword(s):  
College Students ◽  
Black Students ◽  
Black Males ◽  
Black College ◽  
Black College Students ◽  
Black Females ◽  
Black And White ◽  
White Males ◽  
White College

In exploring the associative patterns and attitudes toward self and others, some measures were obtained on 79 black and 97 white college students. Results show reduced tendencies of the black students to use positive evaluational concepts in association. Black females are much like black males in associative patterns. There is no difference in the reported self-concepts of black and white females. Black males, however, reported more positive self-concepts than white males.

Differential factors affecting testing and career choices of Black college students

1972 ◽  
Author(s):  
Ronald G. Taylor ◽  
Richard D. Grosz ◽  
Robert Whetstone ◽  
Catherine Joseph ◽  
Leon Willis
Keyword(s):  
College Students ◽  
Career Choices ◽  
Black College ◽  
Black College Students ◽  
Factors Affecting

Positive Psychology's Protective Role Against Suicide in Black College Students

2011 ◽  
Author(s):  
Mei-Chuan Wang ◽  
Oliver Johnson ◽  
Pius Nyutu ◽  
Elise Fleming ◽  
Gloria Wells ◽  
...  
Keyword(s):  
College Students ◽  
Protective Role ◽  
Black College ◽  
Black College Students

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

2020 ◽  
pp. 009579842097979
Author(s):  
Samuel T. Beasley ◽  
Shannon McClain
Keyword(s):  
College Students ◽  
Academic Engagement ◽  
Structural Equation ◽  
Black College ◽  
Self Concept ◽  
Equation Modeling ◽  
Black College Students ◽  
Grade Point ◽  
Racial Centrality ◽  
Positive Direct

Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students’ academic functioning. Research and practice implications of these findings are outlined.

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