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Social identity factors impacting ac...

Morgan-Gardner, Inglish.

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Social identity factors impacting academic success among Black students in a selected community college setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social identity factors impacting academic success among Black students in a selected community college setting./
Author:	Morgan-Gardner, Inglish.
Description:	170 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3890.
Contained By:	Dissertation Abstracts International65-10A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3151310
ISBN:	0496113070

Social identity factors impacting academic success among Black students in a selected community college setting.
Morgan-Gardner, Inglish.

Social identity factors impacting academic success among Black students in a selected community college setting. - 170 p.

Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3890.

Thesis (Ph.D.)--Capella University, 2005.

This study analyzed the relationship between selected sociodemographic and purpose in life factors, as well as racial identity development relative to the grade point average (GPA) of Black students in a selected community college setting in a northeastern state. Participants were 138 students (62 males and 76 females) whose ages ranged from 18 to 66 years. Each was given the Cross Racial Identity Scale (CRIS) and Purpose in Life test (PIL). Three hypotheses were tested to determine whether there was a relationship between the aforementioned factors and the participants' GPA. Findings revealed that participant's age, ethnic self-designation, racial identity development and awareness of purpose in life were linked to the students' GPA. Specifically, the results showed that (1) the older the student, the higher one's GPA; (2) those who self-designated themselves as mixed rather than African American, Black Hispanic, or West Indian Caribbean, or other were more likely to have a higher GPA; (3) those students who at the IMCI stage of racial identity or Internalization multicultural inclusive were at the healthiest stage of self-worth and were also more likely to have a higher GPA than others who were not at this stage; and (4) purpose in life results suggest a statistically significant correlate with GPA. Hence, those students who were found less successful on the Purpose in Life scale were less likely to be successful relative to GPA. Further research requires that administrators and faculty in such school environments utilize a more appropriate means to develop and/or improve social relationships with black students who lack self-assurance in such a milieu.

ISBN: 0496113070Subjects--Topical Terms:

1017673
Black Studies.

Social identity factors impacting academic success among Black students in a selected community college setting.
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100 1 $a Morgan-Gardner, Inglish. $3 1935235
245 1 0 $a Social identity factors impacting academic success among Black students in a selected community college setting.
300 $a 170 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3890.
500 $a Advisers: Thomas W. Clyburn; Pamela Patrick.
502 $a Thesis (Ph.D.)--Capella University, 2005.
520 $a This study analyzed the relationship between selected sociodemographic and purpose in life factors, as well as racial identity development relative to the grade point average (GPA) of Black students in a selected community college setting in a northeastern state. Participants were 138 students (62 males and 76 females) whose ages ranged from 18 to 66 years. Each was given the Cross Racial Identity Scale (CRIS) and Purpose in Life test (PIL). Three hypotheses were tested to determine whether there was a relationship between the aforementioned factors and the participants' GPA. Findings revealed that participant's age, ethnic self-designation, racial identity development and awareness of purpose in life were linked to the students' GPA. Specifically, the results showed that (1) the older the student, the higher one's GPA; (2) those who self-designated themselves as mixed rather than African American, Black Hispanic, or West Indian Caribbean, or other were more likely to have a higher GPA; (3) those students who at the IMCI stage of racial identity or Internalization multicultural inclusive were at the healthiest stage of self-worth and were also more likely to have a higher GPA than others who were not at this stage; and (4) purpose in life results suggest a statistically significant correlate with GPA. Hence, those students who were found less successful on the Purpose in Life scale were less likely to be successful relative to GPA. Further research requires that administrators and faculty in such school environments utilize a more appropriate means to develop and/or improve social relationships with black students who lack self-assurance in such a milieu.
590 $a School code: 1351.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Guidance and Counseling. $3 1017740
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710 2 0 $a Capella University. $3 1017687
773 0 $t Dissertation Abstracts International $g 65-10A.
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790 1 0 $a Patrick, Pamela, $e advisor
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792 $a 2005
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