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Exploring the academic self-concept ...

Scales, Tara C.

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Exploring the academic self-concept of high-achieving African American college students at a predominantly White institution.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the academic self-concept of high-achieving African American college students at a predominantly White institution./
作者:	Scales, Tara C.
面頁冊數:	225 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2909.
Contained By:	Dissertation Abstracts International67-08A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3231888
ISBN:	9780542843655

Exploring the academic self-concept of high-achieving African American college students at a predominantly White institution.
Scales, Tara C.

Exploring the academic self-concept of high-achieving African American college students at a predominantly White institution. - 225 p.

Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2909.

Thesis (Ph.D.)--The Pennsylvania State University, 2006.

The purpose of this study was to understand how social sources of self-knowledge influence the academic self-concept of high-achieving African American college students at a predominantly White institution (PWI). Previous research has examined what factors affect academic-self-concept of African American college students. Informed by grounded theory and phenomenological perspectives, this research sought to understand qualitatively how one set of these factors-the social world as a source of self-knowledge-influenced the academic self-concept of a specific population, high-achieving African American college students within the university context. Social sources of self-knowledge included the reflected appraisals of significant (e.g., particular individuals) and generalized others (e.g., society and culture) and social comparisons. The influence that racial identity had on academic self-concept was also explored.

ISBN: 9780542843655Subjects--Topical Terms:

1017673
Black Studies.

Exploring the academic self-concept of high-achieving African American college students at a predominantly White institution.
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520 $a The purpose of this study was to understand how social sources of self-knowledge influence the academic self-concept of high-achieving African American college students at a predominantly White institution (PWI). Previous research has examined what factors affect academic-self-concept of African American college students. Informed by grounded theory and phenomenological perspectives, this research sought to understand qualitatively how one set of these factors-the social world as a source of self-knowledge-influenced the academic self-concept of a specific population, high-achieving African American college students within the university context. Social sources of self-knowledge included the reflected appraisals of significant (e.g., particular individuals) and generalized others (e.g., society and culture) and social comparisons. The influence that racial identity had on academic self-concept was also explored.
520 $a To gain this understanding, 17 high-achieving African American college students were interviewed two times during Fall 2005. As participants were also part of an academic fellowship program, interviews with the fellowship program administrators and observations of many of the programmatic components were conducted in an effort to gain a richer understanding of the experiences of the participants and to increase the trustworthiness of the data. Systematic data analysis yielded a model of how social sources of self-knowledge influence the academic self-concept of high-achieving African American college students at a PWI.
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