2004
DOI: 10.1353/csd.2004.0035
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Gender Differences in Student Engagement Among African American Undergraduates at Historically Black Colleges and Universities

Abstract: Differences in student engagement between women and men at historically Black colleges and universities (HBCUs) are examined in this study. Data were collected from 1,167 African American undergraduate students at 12 four-year HBCUs that participated in the National Survey of Student Engagement. Controlling for several factors that might obscure gender differences, the results counter previous research regarding gender gaps on HBCU campuses by illustrating that African American women enjoy an equally engaging … Show more

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Cited by 147 publications
(105 citation statements)
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References 26 publications
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“…Some researchers have found that women are more academically engaged than men (Finn & Rock, 1997;Johnson et al, 2001;Smerdon, 1999), but others have not (e.g., Harper, Carini, Bridges, & Hayek, 2004). The focus of the present study was not on the main effect of gender on situational engagement, but on its moderating influence on the effect of perceived teacher behavior.…”
Section: Personal Engagement and Gendermentioning
confidence: 77%
“…Some researchers have found that women are more academically engaged than men (Finn & Rock, 1997;Johnson et al, 2001;Smerdon, 1999), but others have not (e.g., Harper, Carini, Bridges, & Hayek, 2004). The focus of the present study was not on the main effect of gender on situational engagement, but on its moderating influence on the effect of perceived teacher behavior.…”
Section: Personal Engagement and Gendermentioning
confidence: 77%
“…Furthermore, Harper et al (2004) argued that too few studies have focused exclusively on Black students within a specific institutional context like Historically Black Colleges and Universities (HBCUs) without comparing them to their same-race peers at predominantly White institutions (PWIs). Although some researchers have studied Black male undergraduates at community colleges (Flowers, 2006;Hagedorn, Maxwell, & Hampton, 2001), at HBCUs Kimbrough & Harper, 2006;Palmer & Gasman, 2008), and at large public PWIs (Harper, 2004(Harper, , 2005(Harper, , 2006a(Harper, , 2006bHarper & Quaye, 2007;Moore, Madison-Colmore, & Smith, 2003;Smith, Allen, & Danley, 2007), those attending private universities have been overlooked in the published literature.…”
Section: Shaun R Harper Is Assistant Professor Of Higher Education Mmentioning
confidence: 99%
“…In fact, the vast majority of this research treats Black collegians as a monolithic or homogeneous group (Brown, 1994;Fries-Britt, 1998;White, 1998), and unique variations within the race are often overlooked at the expense of comparing these students to their White counterparts (Harper, Carini, Bridges, & Hayek, 2004). Withingroup differences shaped by socioeconomic status, familial background, academic expectations and experiences, and geographic communities of origin (urban, suburban, and rural) have been, at best, trivially considered in the published higher education literature.…”
mentioning
confidence: 99%
“…The data in this study demonstrates that these participants' experience with leadership identity development at this HSI resonates with this sheltered status that Whitt (1994) found in the leadership experiences of women at all women's institutions and what Harper et al (2004) found to be the experiences of Black leaders at an HBCU. Jones (1997) found that the most prominent aspect of students' identity was the aspect related to minority status and that race was integrated into students' identity in different ways that depended on their family background and life experience.…”
Section: The Meaningful Ways That Gender Was Integrated Into a Leadersupporting
confidence: 66%