A mixed methods exploration of the relationships between the racial identity, science identity, science self-efficacy, and science achievement of African American students at HBCUs

White, Angela M.; DeCuir–Gunby, Jessica T.; Kim, Seong-Tae

doi:10.1016/j.cedpsych.2018.11.006

Cited by 74 publications

(57 citation statements)

References 76 publications

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“…The findings correlate with other studies which found that participants who exhibit selfefficacy possess the belief that they are capable of achievement during a given endeavor (White, Decuir-Gunby, & Kim, 2019;. Participants in this study exhibited some degree of self-efficacy when being met with a challenge.…”

Section: The Role Of Self-efficacy and Anti-deficit Mindsetsupporting

confidence: 89%

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Boyz in the hoods : (re) defining the narratives of Black male doctoral degree completers

Wyche¹

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In dominant literature, Underachievement has often defined the educational experiences of Black males in the US. More recently, a growing body of research has highlighted the educational achievement of Black males. However, limited studies have explored Black male achievement beyond K-12 and undergraduate. The purpose of this study was to explore how Black male doctoral degree completers make meaning of their educational experiences. Utilizing Bandura's self-efficacy theory and Shaun Harper's anti-deficit framework, fourteen doctoral completers participated in semi-structured interviews. By using a narrative inquiry methodology, the data revealed five major themes. These themes were Early Schooling and Pre-College Socialization, Positive Undergraduate Experiences, Post-Undergraduate Success Black Males' Decision to Pursue a Doctoral Degree, Combatting Adverse Doctoral Experiences, and Black Males' Motivation to Complete Doctoral Degree. Various individuals supported Black males throughout their educational experiences. Career aspirations and encouragement from others shaped their decision to pursue education beyond the bachelor's degree. Black males used spirituality and self-efficacy to complete doctoral education. The findings yielded recommendations for practice. These practices included providing high expectations for Black males at every stage of the educational pipeline, using faculty as images of possibility, and addressing the underrepresentation of Black males. Also, researchers must conduct additional on the educational achievement of Black males at every stage of the educational pipeline, including K-12, Higher Education, and graduate education.

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Section: The Role Of Self-efficacy and Anti-deficit Mindsetsupporting

confidence: 89%

“…The participants' belief in the ability to succeed was consistent with literature and findings from previous studies on academic achievement Apesin & Gong, 2018;Ellis, Rowley, Nellum, & Smith, 2018;White, Decuir-Gunby, & Kim, 2019).…”

Section: The Role Of Self-efficacy and Anti-deficit Mindsetsupporting

confidence: 87%

Boyz in the hoods : (re) defining the narratives of Black male doctoral degree completers

Wyche¹

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“…These quantitative analyses were accompanied by qualitative analyses to investigate potential accounts of the instructional contexts, which may have evoked potential intra-individual variability. We followed a criterion-based sampling approach and selected prototypical cases of the lesson documentations to reconstruct potential contextual determinants (White, DeCuir-Gunby, & Kim, 2019).…”

Section: Research Questionsmentioning

confidence: 99%

Variability of teachers’ technology integration in the classroom: A matter of utility!

Backfisch

Lachner

Stürmer

et al. 2021

Computers & Education

125

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We would like to thank Kathleen Preikschas for the support with programming the teacher diary and Anna Rosenträger for her assistance in conducting the study. Iris Backfisch is a doctoral student at the LEAD Graduate School & Research Network [GSC1028], funded by the Excellence Initiative of the German federal and state governments. The research reported in this article was supported by the Federal Ministry of Education and Research in Germany (BMBF) under contract number 01JA1611.

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“…Smith et al's ( 2014 ) study of 14 HBCU students in engineering majors showed how social responsibility and community were part of students' motivation to achieve in engineering. Finally, White et al ( 2019 ) gave a survey to 374 students from five HBCUs and found that science efficacy, racial identity and science grades were positively related.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Racial Identity-Rooted Academic Motivation of First-Year African American Students Majoring in STEM at an HBCU

et al. 2021

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The purpose the present study is to explore African American undergraduate students' perceptions of their experiences and academic motivation within a Historically Black College or University (HBCU) learning environment. As part of a larger study, we collected 212 open-ended survey responses from first year students in STEM majors about how the HBCU context shapes their academic motivation. We used semantic thematic data analysis and found three major themes and corresponding sub themes that were salient in the development of students' academic motivation: place (institutional climate, HBCU mission and tradition, and absence of marginalization); pedagogy (culturally relevant pedagogy, positive faculty-student relationships, African American curriculum and instruction, racial socialization); and people (people “like me”; student, faculty and alumni models of high achieving African Americans). We discovered that HBCU institutional factors engendered academic motivation that is rooted in students' racial identity and suggest the construct of racial identity-rooted academic motivation. Given the important and unique realities of African American students that impact their educational experiences, engagement, identity development, and achievement in various types of school contexts, self and sociocultural variables must be included in research and theory on the motivational psychology of African American students. Implications for higher education practice and future research are discussed.

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A mixed methods exploration of the relationships between the racial identity, science identity, science self-efficacy, and science achievement of African American students at HBCUs

Cited by 74 publications

References 76 publications

Boyz in the hoods : (re) defining the narratives of Black male doctoral degree completers

Boyz in the hoods : (re) defining the narratives of Black male doctoral degree completers

Variability of teachers’ technology integration in the classroom: A matter of utility!

Racial Identity-Rooted Academic Motivation of First-Year African American Students Majoring in STEM at an HBCU

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