Hewing, V. (2005). The academic success of first-generation African American male college students attending Predominantly White Institutions of higher education.Journal of Pan African Studies, 5(1), 259.
A quantitative, correlational design was utilized in this study to examine the relationship between academic self-efficacy, racial identity, and the academic success of first-generation African American male college students at Predominantly White Institutions of higher education. The study comprised 89 first-generation African American male college students attending five public institutions of higher education in the northern geographical region of the United States. The data were collected using the Academic Self-efficacy Scale (ASES), Black Racial Identity Attitude Scale (BRIAS), and a demographic questionnaire. The study employed three hypotheses: (a) academic self-efficacy would independently predict GPA; (b) racial identity would independently predict GPA; and (c) academic self-efficacy and racial identity combined would predict GPA. Of the three hypotheses, racial identity was the only variable that did not significantly predict GPA. This research potentially can add to the existing body of retention literature on first-generation African American male college students, most particularly on predominantly White campuses. It might also prove useful for parents, educators, and community leaders wishing to develop strategies and techniques that will foster academic resiliency among this student population. The findings from this study generated questions that warrant further investigation.
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