scholarly journals Using the Intrusive and Nurturing Models when Advising African American College Students with Learning Disabilities

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Wanda M. Hadley
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
African American ◽  
African American College Students ◽  
Students With Learning Disabilities

Examination of the Relationship Among Hypnotized Ability, Gender, and Spiritual Activities for African American College Students

2011 ◽  
Author(s):  
Ling-Lun Chien ◽  
Marty Sapp ◽  
Jane P. Liu ◽  
Steve Bernfeld ◽  
Steffanie J. Scholze ◽  
...  
Keyword(s):  
College Students ◽  
African American ◽  
African American College Students ◽  
The Relationship

Attitudes of Community Cohesion in African American College Students

2011 ◽  
Author(s):  
Aleksandra I. Sienkiewicz ◽  
Jacqueline S. Mattis ◽  
Katherine Kirkinis ◽  
Ian A. Gutierrez
Keyword(s):  
College Students ◽  
African American ◽  
African American College Students ◽  
Community Cohesion

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

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