Download or read book Racial Identity Attitudes and Self concept of African American College Students in the Midwest written by Barbara Faye Streets and published by . This book was released on 1996 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Racial Identity Attitudes and Self esteem of African American College Students Ata Historically Black College and Historically White University written by Myrna V. Dartson and published by . This book was released on 1998 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship of Racial Identity Attitudes to Self concept in Black College Students from a Predominantly Black and Predominantly White University written by Bridget L. Brandon and published by . This book was released on 1995 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Exploration of the Relationship Between Racial Identity Attitudes and Multidimensional Academic Self concept in African American College Students written by Lyndon P. Abrams and published by . This book was released on 2001 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Relationships Among Racial Identity Attitudes Womanist Identity Attitudes and Self esteem in African American College Women written by Jan Marie Poindexter-Cameron and published by . This book was released on 1994 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Racial Identity Masculinity and Academic Help seeking Behaviors in African American Male College Students written by Walter T. Malone and published by . This book was released on 2021 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the influence of Black racial identity attitudes, as measured by the Cross Racial Identity Scale (CRIS), and masculine norms, as measured by the Conformity to Masculinity Norms Index -46 (CMNI-46), in relation to men's academic helpseeking behavior. Participants were 120 African American undergraduate males at a historically White university in the Midwest region of the United States. Four hypotheses were designed to help guide the measure's influences on two academic help-seeking variables, avoidance and perceived benefits. The first and second hypotheses both focused on the effects of Black college men's racial attitudes. The third and fourth hypotheses focused on the effects of Black men's conformity on masculine norms. Participants were asked to complete an online survey, which contained a demographic sheet and measures of Black racial identity, traditional masculinity norms, and academic help-seeking behavior. Hierarchical multiple regressions were used to execute the primary analyses. African American male college students who endorsed higher levels of an Afrocentric racial attitude reported higher levels of perceived benefits for academic help-seeking. The study’s finding of hypothesis 3 suggested that African American men who conform to higher levels of self-reliance and power over women masculine norms endorsed higher levels of helpseeking avoidance behavior. The findings also showed that conforming to a higher level of work primacy norm negatively impacted academic help-seeking avoidance. Finally, Black college men with a higher degree of work primacy, and a lower degree of self-reliance predicted higher levels in perceived benefits academic help-seeking. Limitations of the study and implications for practice and future research are discussed.

Download or read book Perceptions of Racial Identity and Color blind Attitudes Among African American College Students in a Race specific Scholarship Program written by Brandi N. Hutchins and published by . This book was released on 2009 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Racial identity and color-blind attitudes were compared among one hundred and forty-two (N=142) college students from a predominantly white urban Midwestern university. Racial centrality, private regard, and public regard were compared between African American college students in a race-specific scholarship program and African American college students not in the race-specific scholarship program. The perceptions of color-blind attitudes were also compared between African American college students in the race-specific scholarship program and African American college students not in the scholarship program. The findings indicate that African American college students who were not in the race-specific scholarship program had higher racial centrality and private regard. African American college students in the race-specific scholarship program were more favorable to affirmative action than Asian American and Hispanic college students in the same race-specific scholarship program. In addition, African American college students overall did not adopt color-blind attitudes.

Download or read book The Relationship of Self concept and Family Cohesion to Racial Identity Attitudes of Black American College Students written by John Wayne Wilson and published by . This book was released on 1994 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship of Black Students Racial Identity Attitudes to Self esteem Affective States Social Class and Mental Health written by Thomas Anthony Parham and published by . This book was released on 1982 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Relations Among Career Self efficacy Racial Identity Attitudes and Traditionality of Career Choice of African American College Students written by Velma Marie Williams and published by . This book was released on 2001 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Racial Identity Attitudes on the Career Decision making Self efficacy of African American Undergraduate Students written by Tamara A. Johnson and published by . This book was released on 2004 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring the Associations Between Racial Identity Attitudes and Social Justice Outcomes in African American College Students a Mixed Methods Investigation written by and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Racial Identity Attitudes Academic Attitudes and Perceived Career Related Barriers on the Academic Achievement Behavior of African American College Students written by Karlene J. Robinson and published by . This book was released on 1996 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Racial Identity and Psychological Well being Among African American Freshmen at a Predominantly White University written by Mercedes E. Carswell and published by . This book was released on 2003 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book African American Identity Development written by Reginald Lanier Jones and published by . This book was released on 1998 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Self esteem and Racial identity Attitudes on Academic Performance Among African American Male College Students written by H. David Banks and published by . This book was released on 1992 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Racial Identity Attitudes of African American Students and Student Developmental Tasks written by Richard Charles Peagler and published by . This book was released on 1994 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to examine the relationship between racial identity attitudes and the mastery of developmental tasks of African-American students at predominantly White colleges. The research hypotheses were as follows: (H1) African-American students at predominantly white colleges with Pre-encounter stage attitudes will be less likely to report mastery of the developmental tasks of Clarifying Purpose, Mature Interpersonal Relationships, Academic Autonomy and Salubrious Lifestyle. (H2) African-American students at predominantly white colleges with Encounter and Internalization stage attitudes will be more likely to report the mastery of the developmental tasks of Clarifying Purpose, Mature Interpersonal Relationships, Academic Autonomy and Salubrious Lifestyle. (H3) African-American students at predominantly white colleges with Immersion stage attitudes will be less likely to report mastery of developmental tasks of Clarifying Purpose, Mature Interpersonal Relationships, Academic Autonomy and Salubrious Lifestyle. The author used two theoretical models: the Theory Racial Identity Development, Cross (1971) and Chickering's (1969) Theory of Psychosocial Development. To operationalize both theories, the Racial Identity Attitudes Scale, Parham and Helms (1981) was used to measure racial identity attitudes and the Student Developmental Task and Lifestyle Inventory was used to measure student development (Winston, Miller, and Prince, 1987). The sample consisted of 119 African-American college students who were members of the Black Student unions at three predominantly White public colleges. Hierarchical multiple regression was used to determine the relationship between personal background characteristics, the racial identity attitudes and student developmental tasks. Pre-encounter (anti-Black) and Immersion (pro-Black) stage attitudes were less likely to report the mastery of the tasks associated with mature interpersonal relationships. Students with Encounter (pro-Black) stage attitudes were more likely to report the mastery of the Establishing and Clarifying Purpose task and Salubrious Lifestyle. Personal background characteristics showed the strongest effects. For Mature Interpersonal Relationships tasks, the strongest effects were class level and gender. Females were more likely to report the mastery of the Mature Interpersonal Relationships task. Four effects were stronger when Salubrious Lifestyle was examined. These were gender (males were likely to report the mastery of the Salubrious Lifestyle task while in college), income level, the percentage of Blacks in one's high school at the time of graduation, and the predominant race of teachers at the time of graduation. The findings of this study have implications for student affairs professionals such as counselors and residence life staff.