The Personality Typology of Black College Students: Evidence for a Characteristic Cognitive Style?

1993 ◽  
Vol 72 (3_suppl) ◽  
pp. 1091-1097 ◽  
Author(s):  
Oliver W. Hill ◽  
Jeffrey L. Clark
Keyword(s):  
College Students ◽  
Cognitive Style ◽  
Black College ◽  
Black College Students ◽  
Myers Briggs Type Indicator ◽  
Perceptual Dimension ◽  
Black And White ◽  
Type Indicator ◽  
Two Samples ◽  
Personality Typology

This study examined the distributions across personality types (as assessed by the Myers-Briggs Type Indicator) of two samples of black college students ( ns = 315 and 447) in comparison to norming data from two manuals. Major differences were found between the black and white samples with regard to the proportions classified as Extroversion-Intuition-Feeling-Perception (ENFP) and Introversion-Sensing-Thinking-Judging (ISTJ). Much higher proportions of the black samples were also clustered at the sensing pole of the perceptual dimension. The findings are discussed in terms of their implications for the existence of a unique black “cognitive style.”

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.

Jungian Personality Types as a Predictor of Attendance at the Black College Day March

1984 ◽  
Vol 54 (3) ◽  
pp. 887-890 ◽  
Author(s):  
Carol Geer ◽  
Stanley E. Ridley ◽  
Albert Roberts
Keyword(s):  
College Students ◽  
Construct Validity ◽  
Personality Types ◽  
Black College ◽  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
Myers Briggs ◽  
Actual Attendance

This study examined whether Jungian personality types, as measured by the Myers-Briggs Type Indicator, would be related to college students' reported behavior regarding attendance at a sociopolitical event, the Black College Day March. There were two attendance variables: (1) whether subjects planned to attend or not and (2) consistency or inconsistency between subjects' attendance plans and actual attendance, e.g., planned to attend and did vs planned not to attend but did. The personality types compared were extra-verts vs introverts, judgers vs perceivers, sensing judgers vs intuitive perceivers, and intuiting judgers vs sensing perceivers. The results supported each of the hypothesized differences among the personality types with respect to the attendance variables. These data provide further evidence of the construct validity of the Jungian personality types.

Contrasting Proverbs as a Measure of Attitudes toward Curiosity-Related Behavior of Black and White College Students

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1229-1230
Author(s):  
Wallace H. Maw ◽  
Ethel W. Maw ◽  
Jane B. Laskaris
Keyword(s):  
College Students ◽  
Intrinsic Motivation ◽  
Black College ◽  
Black College Students ◽  
Black And White ◽  
White College

To gain information on a test composed of pairs of contrasting proverbs and designed to measure attitudes toward curiosity-related behavior, the test was administered to 72 black and 46 white college students. The instrument has a test-retest estimated reliability of .91. Its validity was established using high and low curiosity groups and by correlating scores with the Ontario Test of intrinsic Motivation. Data showed the black college students more often chose the proverb indicating greater caution in exploring their environments.

Relationships among Measures of Locus of Control for Black and White Students

1977 ◽  
Vol 40 (1) ◽  
pp. 59-62 ◽  
Author(s):  
Eleanor R. Hall ◽  
Joan Joesting ◽  
Michael J. Woods
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Multiple Regression ◽  
White Students ◽  
Educational Opportunity ◽  
Past Research ◽  
Black College ◽  
Black College Students ◽  
Regression Analyses ◽  
Black And White

Past research has involved various measures of locus of control. In the present study, Rotter's Internal-External (I-E) Scale, Levenson's Internal, Power, and Chance scales and some items from Coleman's study of equality of educational opportunity were administered to northern white and southern black college students. In general, the relationships between the measures did not vary by race or sex. Multiple regression analyses showed that Rotter's I-E Scale was significantly related to Levenson's Chance and Internal scales; Power did not contribute to the multiple R. The correlations of the Coleman items with the Rotter and Levenson scales were low but in the expected direction.

Black College Students' Responses to Black and White Pictures on the Quick Test

1974 ◽  
Vol 35 (2) ◽  
pp. 718-718 ◽  
Author(s):  
Joan Joesting ◽  
Robert Joesting
Keyword(s):  
College Students ◽  
Black College ◽  
Black College Students ◽  
Quick Test ◽  
Black And White

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.

Sign in / Sign up

Export Citation Format

Share Document