Browsing by Subject "Academic self-concept"
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Item The black male athlete through the prism of sport : a mixed method study examining identities, academic self-concept and experiences(2012-05) Bimper, Albert Yves; Harrison, Louis, 1955-The Black experience throughout the history sport has engendered significant transformations to the landscape and culture of both sport and society. However, in the present sociocultural climate of intercollegiate athletics, the disproportion of Black male student athletes in the revenue generating high profile sports have a unique experience in sport unlike their athlete and non-athlete counterparts. The uniqueness of these student athletes’ experiences exists in the ways in which they figure to negotiate their Blackness and their roles as an athlete and student contextualized within the current racial climate of sport culture. There remains a gap in existing literature and research of the conditions and lived experiences of Black student athletes concerning the developmental process of racial identity and its relationship with their athletic identities and academic self-concepts. The present research addresses this gap of knowledge about these stakeholders (i.e. the Black male student athlete) in sport by conducting a mix-methods study exploring the issues of identities, academic self-concept, and developing a deeper understanding based on the experiential knowledge of participants. The relationships between racial and athletic identity and academic self-concept were examined with a participant sample of Black male college football players at Division 1-A universities (N=255). Additionally, a qualitative instrumental case study grounded by Critical Race Theory explored the experiences and perceptions of eleven Black male student athletes participating in high profile athletic programs at predominately White institutions. The research findings indicate at least partial evidence of a relationship between pre-encounter assimilationist and miseducation attitudes with academic self-concept mediated by an elevated athletic identity of participants. There were five themes that emerged from the empirical materials. The themes are presented as: Lane Assignments, Allegiance to the Game versus Classroom, Race Matters??, Conformity, and Still at Work. This research illustrates that the identity, academic self-concepts and experiences of the Black male student athlete in college sport is vastly impacted by complex sociocultural systems. Findings suggest intercollegiate athletic support staff should purposefully accommodate the needs and experiences of student athletes with culturally relevant systems of practice to enhance student athlete development.Item Examining psychosociocultural influences, student-professor interactions, racial identity and resilience as predictors of academic self-concept and academic achivement of Black collegians(2015-08) Beasley, Samuel T.; Cokley, Kevin O. (Kevin O'Neal), 1969-; Awad, Germine; Gilbert, Dorie; Suizzo, Marie; Drum, DavidThis 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.Item The mediating and moderating role of student-professor interaction on the relationship between cultural mistrust and academic self-concept among African American college students(2014-08) Cody, Brettjet Lyn; Cokley, Kevin O. (Kevin O'Neal), 1969-Research indicates that cultural mistrust can have negative impact on academic attitudes and outcomes for Black American students. However, few studies have specifically investigated the role that cultural mistrust has on student's academic self-concept, or perceptions of their academic abilities. Further, no study has explored to what degree student's perceptions of interpersonal relationships with faculty can impact the link between cultural mistrust and academic outcomes. The purpose of the present study was to investigate the impact of cultural mistrust in education and training and interpersonal relationships on academic self-concept in a population of undergraduate Black American students enrolled at a predominately white university. Secondarily, the study sought to examine whether aspects of student-professor interaction, specifically faculty approachability, caring attitude, and connection, mediate or moderate the effect of cultural mistrust on academic self-concept. Results of this study show that faculty approachability and caring attitude mediate the effect of the interpersonal relationships sub domain on academic self-concept. Student-professor interaction did not moderate the relationship between cultural mistrust and academic self-concept. Results support the need to facilitate and encourage positive student-faculty interactions with Black American university students. Perhaps mentoring initiatives could aim to foster positive interactions with students and promote the recruitment and retention efforts of African American faculty members.Item The role of teacher mistrust and parental racial socialization on academic disidentification in African American male college students(2012-08) McClain, Shannon Elizabeth; Cokley, Kevin O. (Kevin O'Neal), 1969-; Suizzo, Marie-AnneThe academic achievement gap is one of the most important areas of inquiry in education today. Racial-ethnic disparities in achievement continue to be persistent at every level—including post-secondary education. Research suggests African American males are particularly likely to disidentify with academics, resulting in a lack of a significant relation between academic self-concept and academic outcomes. Research has found a relationship between racial-ethnic messages that parents give to their children and academic achievement. Further, the student’s gender may impact the types of parental messages given. Multiple regression statistical analysis will be used to determine if the relation between academic self-concept and GPA is moderated by parental racial-ethnic socialization, teacher mistrust, and gender.