Using Systems Theory to Promote Academic Success for African American Males

Orrock, Jason; Clark, Mary Ann

doi:10.1177/0042085915613546

Cited by 8 publications

(8 citation statements)

References 58 publications

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“…Long-term goals and longer-term career planning, as expressed by the students have positive impacts on academic progression and achievement (Naidoo et al 2019, 679). The findings of the current study were consistent with research studies which suggest that student motivation energises, guides, and sustains academic success-related behaviours (Heyder et al 2017, 217;Orrock andClark 2018, 1031;Williams et al 2017, 192).…”

Section: Sources Of Motivationsupporting

confidence: 89%

“…According to Orrock andClark (2018, 1020) research pertaining to the effects of role models on academic success is mixed and is context dependent. In the current context, South…”

Section: Proximal Processesmentioning

confidence: 99%

“…Spiritually and religious involvement is an academic success pathway not often mentioned in similar research studies (cf. Chowa et al 2015;Orrock and Clark 2018;Williams et al 2017).…”

Section: Proximal Processesmentioning

confidence: 99%

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Pathways to academic success of disadvantaged undergraduate university students from a high-risk community in the Western Cape

Naidoo

Schalkwyk

2021

SAJHE

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Academic success is an indicator of employability and a decreased susceptibility to poverty. South Africa is burdened by high levels of poverty, and low levels of academic achievement. Students in disadvantaged communities such as Delft, in South Africa, typically have poor academic outcomes, since it is linked to socioeconomic status. Despite the myriad of challenges that they encounter, some students from high-risk contexts attain academic success. This study explored the pathways to academic success of disadvantaged university students from a high-risk community in the Western Cape. This qualitative study used a narrative inquiry design. A sample of 10 (N =10) participants were selected using criterion-based purposive sampling. Data were analysed using thematic analysis. The pathways to academic success have obstacles, but through positive developmental relationships, specific personal qualities, and motivation, the students achieved academic success. The correlation, significance, and impact of each pathway on academic success can be explored further.

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Section: Sources Of Motivationsupporting

confidence: 89%

“…According to Orrock andClark (2018, 1020) research pertaining to the effects of role models on academic success is mixed and is context dependent. In the current context, South…”

Section: Proximal Processesmentioning

confidence: 99%

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Pathways to academic success of disadvantaged undergraduate university students from a high-risk community in the Western Cape

Naidoo

Schalkwyk

2021

SAJHE

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“…The internal factors include intelligence, academic rigour and intellectual curiosity (Von Stumm, Hell, & Chamorro-Premuzic, 2011); the understanding of hope (Ugwu, 2017); academic self-efficacy (Valiente, Eisenberg, Spinrad, Haugen, Thompson, & Kupfer, 2013), and; perception of the control of effort (You, Hong, & Ho, 2011). External factors include; family support, lecturer support, friendships with academically successful people, family financial support (Goguen, Hiester, & Nordstrom, 2010;Orrock & Clark, 2015;Ugwu, 2017), and teaching methods (Schmid, Bernard, Borokhovski, Tamim, Abrami, Wade, Surkes, & Lowerison, 2009).…”

mentioning

confidence: 99%

Students’ Perspectives on Concepts, Factors, and Models Related to the Attainment of Achievement

Kristiyani

Faturochman

2018

ANIMA IPJ

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This study aimed to explore concepts, factors affecting, and achievement models, from the perspective of tertiary students in Yogyakarta. Respondents (N = 533) were students of a private university in Yogyakarta. Data was collected through an open-ended questionnaire for all respondents, and in-depth interviews with 23 of these. Data were analyzed using content analysis techniques for responses to the answers provided. The results show that the concept of achievement, according to the perspective of the students, is differentiated between into definitions of achievement, and the criteria of what may to be considered to be achievements. The definition of achievement, according to the students, is something which is unique to this finding, with the emergence of non-academic achievement and excellence in competition with others. The criteria discovered, for a person to be considered to be an achiever, include compliance with goals (both personal and social) and the presence of the element of development. The presence of the suitability of social goals, is another unique thing found in this study. Factors which influence achievement include ‘input’ (personal capacities), and ‘process’ (the learning process)’. The external conditions which emerged in this finding took the form of other unique matters, found in the local culture. The dynamics of reaching achievement begin with ‘input’ (cognitive capacity, personal skills, motivation), and external conditions (which give rise to academic learning behaviors with the support of self-efficacy), for future learning achievements which are more optimal, with the attainment of personal and social goals.

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“…Unfortunately, Black males have been considered as an "at-risk population." Therefore, the expectations of Black males have been consistently limited by their "at-risk" status (Orrock & Clark, 2018;Yarnell, Pasch, Perry, & Komro, 2018). This "at-risk" view has examined Black males through the lens of pathology or deficits.…”

Section: Provide High Expectations For Black Males At Every Stage Of mentioning

confidence: 99%

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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Using Systems Theory to Promote Academic Success for African American Males

Cited by 8 publications

References 58 publications

Pathways to academic success of disadvantaged undergraduate university students from a high-risk community in the Western Cape

Pathways to academic success of disadvantaged undergraduate university students from a high-risk community in the Western Cape

Students’ Perspectives on Concepts, Factors, and Models Related to the Attainment of Achievement

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

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