Download or read book Examining Academic Self efficacy Race related Stress Psychological Well being and Racial Centrality on Black Former Undergraduate Historically Black College Students Currently Enrolled in Graduate Predominantly White Institutions written by Maime Butler and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationships among racial centrality, racerelated stress, and psychological well-being on academic self-efficacy for Black former undergraduate HBCU and PWI students currently attending PWI graduate institutions. The following measures were used to test the research questions (a) a demographic questionnaire, (b) Mental Health Inventory (MHI; Viet & Ware, 1983), (c) Multidimensional Inventory of Black Identity – Racial Centrality Scale (MIBI; Sellers, 1998), (d) Inventory of Race-Related Stress- Brief Version (IRRS-B Utsey, 1999), (e) Graduate Education Self-Efficacy Scale (GESES; Williams, 2005). There were 200 participants, 74 former HBCU graduates and 126 former PWI graduates from undergraduate institutions. ANOVAs, hierarchical multiple regressions, and canonical correlations were used. The findings indicate Black HBCU students had higher levels of racial centrality than those from PWIs. Racial centrality had a positive and significant relationship with race-related stress and psychological well-being. High racial centrality predicted high psychological well-being and high academic self-efficacy, while high race-related stress predicted low psychological well-being and academic self-efficacy. The findings differed from former HBCU students and former PWI students suggesting a need for continued research. This study highlights the fact that HBCUs matter in promoting positive wellbeing, academic performance, centrality, and other protective factors. PWIs can also build programs based on monitoring, assessing, and hearing out current Black graduate students from former HBCUs.

Download or read book An Examination of Race related Stress African Self consciousness and Academic Institution as Predictors of Depression Among African American Collegians written by Stacey Marie Antoinette Jackson and published by . This book was released on 2017 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scholars within the field of African/Black Psychology argue that racial oppression negatively impacts African American psychological well-being. A large body of research exists supporting the claim that race-related stress is associated with poor mental health outcomes. Some Black psychologists contend that African self-consciousness is central to healthy psychological functioning suggesting that disordered Black personality results from the impact of racism on African Americans’ African self-consciousness. Lastly, when examining the psychosocial development of African American college students’ researchers often make comparisons between student experiences based on Academic Institution. The current study utilized Pearson’s correlations, hierarchical multiple regressions, and an independent samples T-test to investigate the roles that race-related stress, African self-consciousness and Academic Institution have on depression among African American collegians. The sample consisted of 167 Black college students (117 women and 50 males) recruited from a Predominately White institution (PWI) (111 participants) and a Historically Black College/Institution (HBCU) (56 participants). Results revealed total race-related stress and cultural racism significantly predicted depression. Additionally, African self-consciousness (ASCS) moderated the relationship between individual racism and depression such that, higher levels of ASCS eliminated the relationship between individual racism and depression for this sample. These findings suggest the need to further examine the unique impact of cultural, individual and institutional racism on mental health outcomes of African American collegians, along with various factors that influence these relationships. Implications of these findings for university personnel and mental health professionals are identified.

Download or read book Black Identity Viewed from a Barber s Chair written by William E. Cross and published by Temple University Press. This book was released on 2021-06-25 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: The barbershop bias -- Nigrescence revisited: the models -- Nigrescence part two: issues -- Double consciousness et the performance of identity -- Interrogating the deficit perspective -- Slavery, trauma, and resilience.

Download or read book Does Race based Traumatic Stress and Africultural Coping Moderate Outcomes at Historically Black Colleges and Predominantly White Institutions written by Richard P. Garvin (Jr.) and published by . This book was released on 2020 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Race Related Stress and the Career Planning and Confidence for African American College Students written by Dwaine Turner PhD CRC and published by Xlibris Corporation. This book was released on with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: My research focused on the relationship between career development and the different facets of racism that presents challenges in the world of academia. The social landscape of society was torn as a result of the deaths of Travon Martin, Mike Brown, Eric Grey and Eric Garner. Public opinion has varied on the causes of the deaths of many individuals in the African American community. As the author of this study I felt compelled to highlight the strength and perseverance of minorities in a college environment. Upon the completion of my study I realized that I was chronicling myself.

Download or read book The Relationship Between Racial Microaggressions Mental Health and Academic Self efficacy in Black College Students written by DeVanté J. Cunningham and published by . This book was released on 2022 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Racial microaggressions are daily, often subtle, verbal, environmental, and behavioral slights and insults targeted at a person or their race. Racial microaggressions can have deleterious effects on the mental health and academic outcomes of Black college students. As research on this relationship increases, it is essential to assess factors that may moderate, or lessen, the impact of racial microaggressions. There is evidence that mentoring, a form of social support, may attune the adverse effects of racial microaggressions on mental health and academic outcomes. The current study explored the relationship between racial microaggressions and mental health and academic outcomes (social anxiety, generalized anxiety, depression, and academic self-efficacy) in Black undergraduate students and assessed if the presence of mentoring moderated this relationship. Results suggest that racial microaggressions have a significant negative impact on mental health outcomes and none on academic self-efficacy. Additionally, while mentoring has a significant positive impact on three outcome variables, it does not operate as a buffer variable for the relationship between racial microaggressions and the study outcomes. As there is a direct relationship but not a buffering one, other factors may better attune the relationship between racial microaggressions and mental health and academic outcomes in Black college students. It also suggests that having a mentor can benefit college students’ mental health and well-being and can be used to offer support to the growing literature on the impact of social support in this population. Further research is needed to examine the potential buffers of the relationship. Given the beneficial impact of mentoring, additional research can further explore the longitudinal effects of mentoring on this population.

Download or read book Community Involvement as a Protective Factor in Black College Students at Predominantly White Institutions written by Shelee-Ann M. Flemmings and published by . This book was released on 2020 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the influence of community involvement on psychological functioning, academic success, and critical consciousness in Black undergraduate students enrolled at predominantly White institutions (PWIs). Research has found that Black students attending PWIs often report feelings of isolation, non-acceptance, and rejection (Lett & Wright, 2003). Attrition rates are higher for Black students compared to their White counterparts (Lee & Barnes, 2015), and general and race-related perceived stressors have been associated with psychological distress (Neville, Heppner, Ji, & Thye, 2004). An online survey was used to assess general and race-related stress, psychological functioning, critical consciousness, and level of community involvement in Black undergraduate students currently enrolled at PWIs. Participants consisted of 125 Black undergraduate students enrolled at predominantly White institutions in the Midwest and South-Central regions of the United States. A series of hierarchical multiple regression analyses were run in order to test four hypotheses predicting the relationship between community involvement, perceived racism, psychological functioning and critical consciousness. The first hypothesis examined the relationship between community involvement and psychological functioning using the CCAPS-62 subscale indexes. The second hypothesis tested whether community involvement influenced academic success, which was measured using participants' self-reported cumulative grade point average. The third hypothesis looked at the influence of community involvement on critical consciousness. Lastly, the fourth hypothesis examined community involvement as a moderating variable between perceived racism and psychological functioning. Findings revealed community involvement to be a significant predictor for hostility, substance use, and critical consciousness. Additionally, results showed that community involvement moderated the relationship between perceived racism and various components of psychological functioning. Limitations of the study are discussed along with implications for future research and practice.

Download or read book Examining the Role of the University Environment Cultural Congruity Social Support and Self efficacy on the Academic Persistence of Black Students Attending Predominantly White Institutions and Historically Black Colleges Or Universities written by Jacquelyn Francisco (Psychologist) and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study incorporated the person-environment fit theory (PE Fit; Lewin, 1938; Parsons, 1909), retention and attrition theories (Bean, 1980; Tinto, 1975), and social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) to examine academic persistence intentions among Black undergraduate students at PWIs (n=103) and HBCUs (n=157). Structural Equation Modeling was used to test a model depicting relationships between contextual (i.e. fit and support), learning experience (i.e. college GPA) and cognitive (i.e. college self-efficacy) variables as hypothesized in SCCT. Results indicated that the hypothesized structural model provided poor fit to the data, self-efficacy did not significantly lead to intentions to persist, and self-efficacy did not mediate the relationship of college GPA on intentions to persist. An alternative structural model based on statistical findings and theoretical foundation was created, where college GPA and fit were found to mediate the effects of self-efficacy on intentions to persist. Multisample analyses revealed no significant difference for the structural model as a function of institution type (i.e. HBCU or PWI). Additional analyses revealed that while students attending HBCUs perceived significantly greater overall fit, and cultural congruity with their environment, students at PWIs indicated significantly higher intentions to persist. Implications for research and practice are discussed.

Download or read book The Association of Gendered Racism and Resilience on Sense of Belonging and Academic Self Efficacy in Black Women at Predominantly White Institutions written by Kanesha La'Shunta Moore and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study examined the moderating effects of resilience on the relationships between gendered racism and sense of belonging and gendered racism and academic self-efficacy for Black women at Predominantly White Institutions (PWIs). Data from 118 Black women (22.9%, undergraduate students, 26.5% graduate students, and 50.6% alumni/graduated students) were collected from PWIs across the United States and analyzed using PROCESS 3.2 for SPSS. Gendered racism was negatively associated with both sense of belonging and academic self-efficacy, and resilience did not moderate the relationships between the predictor and outcome variables. Findings from this study contradict previous literature by indicating that resilience was not significant in buffering the impact of discrimination (gendered racism) on Black womens academic experiences (i.e., sense of belonging and academic self-efficacy) at PWIs. These findings highlight the importance of examining experiences of gendered racism and how they impact academic experiences for Black women. Additionally, the present findings tentatively suggest that there may be factors other than resilience that influence Black womans ability to excel academically despite experiences of gendered racism..

Download or read book Black Scholars Matter written by Dasha M. Highsmith and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers have reported an overall shortage of Black behavioral health practitioners in the workforce (West and Schoenthaler, 2017). This shortage is problematic because Black and African American people seeking behavioral health services often, at least initially, prefer a same-race practitioner (Swift and others, 2015). Additionally, there is evidence that treatment duration increases (Ratts and others, 2016) and therapeutic outcomes improve (Swift and others, 2015) when there is a racial match between practitioner and client. There are several reasons contributing to this shortage; however, one reason is low retention of racially diverse (e.g. Asian, Black, Latinx) students in graduate training programs (Kaplan and others, 2018; Tinto, 1975; Wu and others, 2020). Major factors involved in retention in graduate school relates to students' college readiness, sense of belonging within the institution, financial instability, and experiences of racial microaggressions (Joseph, 2012). These factors become more prominent when the students are from racial minority backgrounds, indicating a possible connection to Pillerman's minority status stress framework (Pillerman, 1988). This framework identifies a unique set of stressors experienced by individuals whom are members of marginalized racial groups; specifically, Black/African American. Additionally, research also indicates that those students experience psychological distress (e.g., anxiety, depression, stress) over and above their White counterparts as a result of their minoritized status. Mitigating or protective factors that are said to reduce development or maintenance of psychological distress can be racial centrality (id est, race being a significant aspect of identity; Nioplias and others, 2018; Sellers and others, 1997) and attending a historically Black colleges and universities (HBCUs) (Joseph, 2012). Therefore, the purpose of this study was to examine associations between minority status stress and psychological distress (id est, anxiety, depression, and stress) among Black students enrolled in behavioral health training graduate programs. Implications from this study will aid administrators and policy makers, at PWIs, in creating a safe and supportive environment for their students of color, which can ultimately impact these students' persistence and degree completion. The results of the present study demonstrated a significant relationship between MSS and psychological distress (Research Question 1), along with the inclusion of racial centrality held constant (Research Question 2). However, the inclusion of school type (PWI, MSI, HBCU) had no effect on the degree to which MSS and psychological distress were correlated (Research Question 3). Keywords: minority status stress, psychological distress, HBCU, PWI

Download or read book Examining the Role of Hardiness Race related Stress and Racial Identity on Psychological Health Outcomes of Black College Students written by Jasmine Tilghman and published by . This book was released on 2015 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hardiness is personality trait that buffers against stress-related illnesses. Researchers have further described hardiness as the willingness to pursue challenges, transform them, and make them work for an individual. Hardiness has been shown to buffer against depression, anxiety, and self-esteem (Maddi, 2002; Maddi et al., 2011; Maddi & Khoshaba, 2001). Given that the hardiness theory has been criticized in previous studies, (Benishek & Lopez, 1997), the theoretical framework of this study will be through resilience theory (Holling, Gunderson, & Ludwig, 2002). Resilience theory aims to understand the foundation and role of change that it is transforming in adaptive systems, allowing individuals to learn from past experiences and accept the inevitably of uncertainties in their future (Holling et al., 2002; Redman & Kinzig, 2003). Few studies investigate hardiness among Black populations. The few that have, showed that hardiness positively correlated with the internalized multiculturalist aspect of racial identity (Whittaker and Neville, 2010) and the commitment component of hardiness was higher among a sample of Black college students compared to White college students (Harris, 2004). Given that hardiness is a buffer to stress-related illness, theoretically, it should be a buffer against race-related stress. Race-related stress refers to the daily experiences of racism that affect members in the Black community and negatively impacts mental and physical health (Harrell, 2000; Utsey & Ponterotto, 1996). The purpose of this study was to investigate the relationships between hardiness, race-related stress, and racial identity on psychological health outcomes (i.e., depression, anxiety, self-esteem) among Black colleges students. These outcome variables were included particularly to see how they are impacted by race-related stress, and if hardiness buffers, or moderates, these relationships. In addition, previous studies were replicated looking at the moderating role of racial identity on the race-related stress and psychological health outcomes relationship. In another test, findings also showed that hardiness served as a moderator for both the internalized afrocentricity subscale of racial identity and the perseverative cognition subscale of race-related stress on depression. Specifically, participants who were low on hardiness and high on afrocentricity reported higher levels of depression than those were high on both hardiness and afrocentricity. Similarly, participants who were higher on hardiness and high on perseverative cognition reported lower levels of depression than those who were low in both hardiness and perseverative cognition. Through replication attempts, the anticipatory body alarm response subscale of race-related stress on trait anxiety was moderated by the immersion-emersion anti-White subscale of racial identity. Participants who were high in anti-White attitudes and high on anticipatory body alarm response reported higher levels of trait anxiety than those who were low on anti-White attitudes and low on anticipatory body alarm response. This finding replicated previous studies by Franklin-Jackson and Carter (2007) that found that the internalized stages of racial identity (i.e., afrocentricity and multiculturalist) were significant and positive buffers on the race-related stress and psychological health outcomes. However, neither the total hardiness nor the hardiness subscales scores significantly correlated with any of the race-related stress subscales. Implications suggest that the hardiness measure may not be as generalizable to members in the Black community if considering the added layer of race-related stress because hardiness did not significantly correlate with any of the race-related stress subscales. Hardiness may help to buffer depression the type of race-related stress and racial identity profile. In looking at racial identity stages, anxiety may be buffered when one is out of the anti-White stage of racial identity. It is recommended that University counselors, professors, and/or administrators take this into account when working with this specific population on psychological health outcomes. Further, their level of hardiness should continue to be emphasized and acknowledged as strength-based protective factors in University settings.

Download or read book Examining Psychosociocultural Influences Student professor Interactions Racial Identity and Resilience as Predictors of Academic Self concept and Academic Achivement of Black Collegians written by Samuel T. Beasley and published by . This book was released on 2015 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores how perceptions of the university environment, cultural congruity, student-faculty interactions, racial identity and resilience affect academic outcomes among Black collegians attending historically White postsecondary institutions. Prior scholarship has traditionally focused on standardized measures when assessing academic outcomes among Black college students. In contrast, contextual variables have been given minimal scholarly attention. Using Pearson's correlations and hierarchical multiple regression, this study examines how perceptions of the university environment, cultural congruity, student-faculty interactions, racial identity and resilience influence academic achievement and academic self-concept among Black college students. The sample consisted of 253 Black college students (88 men, 165 women) recruited from historically White postsecondary institutions. Results revealed academic self-concept, resilience (via academic engagement) and racial centrality were significantly correlated with cumulative GPA. Using hierarchical multiple regression, academic engagement and racial centrality predicted a small but significant increase in variance of cumulative GPA above and beyond academic self-concept. Additionally, correlational analyses revealed psychosociocultural influences, student-faculty interactions, and resilience were significantly correlated with academic self-concept. Hierarchical multiple regression found that racial identity, psychosociocultural influences, student-faculty interactions and resilience each accounted for significant variance in explaining academic self-concept. These findings suggest the need to begin developing a more integrated model that incorporates how race (racial centrality), space (perceptions of the university environment, student-faculty interactions), place (cultural congruity) and pace (resilience via academic and social engagement) influence the outcomes of Black collegians attending historically White educational institutions. Implications of these findings for university faculty, student affairs professionals and mental health professionals are identified.

Download or read book Race Still Matters written by Santiba D. Campbell and published by . This book was released on 2010 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research by the American Council on Education (Wilds, 2000) has shown that while graduation rates for African Americans have increased, they are still below that of Whites. This difference may be explained by race. It is probable that African American students are facing more experiences with racial discrimination or other factors that make their race, more salient especially on the campuses of Predominantly White Institutions. This program of research addressed the social and academic factors of African American college students and how these experiences promote or inhibit their persistence towards graduation and self-worth. Specifically, how the significance of race and trios, a cultural life view (Jones, 2003) contribute to determining whether or not the degree to which one's interpretation or reaction to racial discrimination undermines or preserves their success and satisfaction. Three studies examine the constructs of trios and racial identity as mechanisms to maintain or enhance success and satisfaction for African American college students. Overall, it was predicted that being sensitized to the possibility that one's race may contribute to unjust outcomes and experiences would cause African American college students to encounter decreases in their academic success and overall satisfaction when faced with perceptions of racial discrimination. However, trios and racial identity independently would minimize or prevent such damage from occurring. Study 1 sought to validate measurements of the Universal Context of Racism (ucr) and trios scales. Results from factor analyses indicate the ucr is assessed by a single factor (alpha = 0.82), while trios loaded on five factors; Time, Rhythm, Improvisation, Orality and Spirituality (alpha = 0.80). In Study 2, using a population of African American students from a historically Black university, findings indicate that individuals who are constantly sensitized by their racial status experience decreases in psychological well-being and perceive more racial discrimination. With Study 3, the longitudinal associations of trios and racial identity in a comparison population of African American students who attend a historically Black university (hbcu) and those who attend predominantly White institutions (pwi) established that trios and racial identity levels vary across schools with students at the hbcu showing a greater significance of race and TRIOSic lifestyles. For students attending the hbcu, racial identity buffers the negative effects of perceiving racial discrimination on self-esteem. On the other hand, students attending the pwi use both trios and racial identity to maintain their self-esteem by allowing trios to buffer the negative effects of racial awareness as it leads to increased perceptions of discrimination, then racial identity helps to maintain self-esteem after the perceptions of discriminatory acts. Race matters for students at both institutions evident by the result of racial identity predicting self-esteem longitudinally. Nevertheless, students at the PWIs must incorporate the significance of their race with the holistic view of being TRIOSic in order to truly be satisfied. Implications and directions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Download or read book Trials of Triumph written by Kristen J. Mills and published by . This book was released on 2019 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic resilience provides a strengths-based framework for examining personal and contextual factors that impact the academic success of Black college students. At the same time, it is imperative to acknowledge negative outcomes that exist in tandem with academic resilience such as racial battle fatigue (i.e., race-related psychological, physiological, and behavioral stress responses). The present study examined campus climate (i.e., general, academic, and racial campus climate), academic resilience, racial battle fatigue, and civic engagement among Black college students attending a historically and predominantly white institution (PWI). An online survey was used to collect data from a simple random sample of approximately 380 Black college students attending a Midwestern university. Hierarchical multiple regression analyses were used to test for (1a) the direct effect of campus climate on academic resilience, (1b) the moderating effect of civic engagement on the relationship between campus climate and academic resilience, (2a) the direct effect of campus climate on racial battle fatigue and (2b) the moderating effect of civic engagement on the relationship between campus climate and racial battle fatigue. This scholarship aimed to advance knowledge about how campus climate impacts Black students holistically, and the significance of civic engagement for guiding how Black students negotiate and navigate the academic milieu to advance their academic goals and support their well-being. Findings revealed differential relationships between general, academic, and racial campus climate and academic resilience such that general and academic campus climate positively predicted academic resilience, but racial campus climate negatively predicted academic resilience. The findings also revealed differential moderation of civic engagement such that civic engagement only moderated the relationship between general campus climate and academic resilience. Similarly, findings revealed differential relationships between general, academic, and racial campus climate and racial battle fatigue (physiological, psychological, physio-behavioral, and psycho-behavioral). General campus climate negatively predicted psychological and psycho-behavioral racial battle fatigue. Academic campus climate negatively predicted each type of racial battle fatigue. Racial campus climate negatively predicted physiological and psychological racial battle fatigue. In addition, the findings revealed differential moderation and conditional variation of civic engagement between each form of campus climate and racial battle fatigue. Civic engagement moderated the relationship between general campus climate and physiological racial battle fatigue. Civic engagement moderated the relationship between academic campus climate and psychological racial battle fatigue, but this moderation was opposite of the hypothesized direction. Civic engagement also moderated the relationship between racial campus climate and psychological racial battle fatigue. Implications for future research and practice are discussed.

Download or read book The Psychological Impact of Racial Socialization on Identity Conceptualization and Race related Stress of Black College Students at a Multi racial Campus written by Sachelle Heavens and published by . This book was released on 2012 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Thirty-six male and female black college students attending a small private college in New Jersey participated in a mixed method study exploring recollections of received parental racial socialization, covering childhood through entrance into college. Recollections of racial socialization were gathered using a survey administered to all 36 students and face-to-face interviews with a small subset of six students, which generated rich material on experiences with racial socialization. Results from the survey showed an increase or decrease in reported protective, protective, and total (combined) racial socialization messages were not significantly related to an increase or decrease in reported race-related stress. A more complicated picture was derived from the interviews in that the participants did negotiate racial identity; however most endorsed a racial identity orientation within a pointedly mainstream experience, with minor focus on Black culture. Directions for future research on other sources of resilience against race-related stress, such as self-efficacy, and the limitations of the study are also discussed.

Download or read book Academic Self Efficacy Racial Identity Institutional Integration and the Educational Experiences of African American Male Community College Students written by Julius Saba Munyantwali and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the late 1960s, the enrollment of African American students in higher education has steadily increased. Furthermore, the community college system and specifically the California community college system has seen the highest rise in the enrollment of African American students. Despite the rise in their numbers, African American male students who have relied on the California community college system as a conduit to a better life continue to have the lowest academic achievement outcomes and are the most likely to leave college. Although research shows that the persistence and academic achievement of college students is linked to the interactions they have with faculty and their peers, little is known about whether these relationships are also connected to the academic achievement of African American males attending California community colleges, nor is it understood how psychosocial factors influence the achievement. This dissertation built on a study conducted by Reid (2007) in which Tinto's institutional integration theory (e.g., Tinto, 1993) was extended by assertion that African American males who are academically successful (and not just persistent) are also well integrated in the academic and social milieu of their college campuses. Reid's study also hypothesized that their level of institutional integration which influenced their academic achievement was linked to their racial identity attitudes and self-efficacy beliefs. The study employed a qualitative phenomenological approach in which twelve African American male students, who were recruited from one Southern California community college, were interviewed to learn about their educational experiences and perceptions. The goal of the study was to provide a voice to this student subgroup which continues to under-perform academically. The findings of the study highlight the importance of race, faculty connections and intrinsic motivation factors in reaching academic goals. The study provides recommendations, based on the findings, for educators, administrators and other community college stakeholders to better assist African American males attending community colleges in California to attain their educational goals.

Download or read book State of White Supremacy written by Moon-Kie Jung and published by Stanford University Press. This book was released on 2011-03-07 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: The deeply entrenched patterns of racial inequality in the United States simply do not square with the liberal notion of a nation-state of equal citizens. Uncovering the false promise of liberalism, State of White Supremacy reveals race to be a fundamental, if flexible, ruling logic that perpetually generates and legitimates racial hierarchy and privilege. Racial domination and violence in the United States are indelibly marked by its origin and ongoing development as an empire-state. The widespread misrecognition of the United States as a liberal nation-state hinges on the twin conditions of its approximation for the white majority and its impossibility for their racial others. The essays in this book incisively probe and critique the U.S. racial state through a broad range of topics, including citizenship, education, empire, gender, genocide, geography, incarceration, Islamophobia, migration and border enforcement, violence, and welfare.