African American Male College Students Navigate to Achieve: The Relationship among College Adjustment Experiences, Coping, and GPA for Black Males at Two Predominantly White Institutions

Autor/in	Walters, Sabrina Denise
Titel	African American Male College Students Navigate to Achieve: The Relationship among College Adjustment Experiences, Coping, and GPA for Black Males at Two Predominantly White Institutions
Quelle	(2017), (117 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Miami
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-4004-7
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; College Students; Student Adjustment; Coping; Grade Point Average; Multiple Regression Analysis; Academic Achievement; Student Experience; Religious Factors; Racial Discrimination + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Collegestudent; Adjustment; Adaptation; Bewältigung; Schulleistung; Studienerfahrung; Racial bias; Rassismus
Abstract	African American males face daunting obstacles as they pursue higher education as research has shown. This study sought to better understand the impact of specific factors--social support, racial identity, perceived racial discrimination, coping, and religious coping--on the academic achievement of African American male college student achievement. Using secondary data and a Multiple Linear Regression analyses, the project investigated relationships among these influences as a way of uncovering strategies used to mitigate obstacles faced by African American males attending Predominantly White Institutions. The study used an anti-deficit achievement approach to examine how African American male college students at two PWIs negotiate experiences and the use of coping mechanisms that may positively affect academic achievement for this subgroup of students. Results of the study indicate that the college experiences and coping mechanisms examined have a limited impact on GPA for African American male students. The results indicate that higher education professionals should focus attention on providing avenues for African American male students to express religious and other coping techniques to assist in achievement and to better manage the effects of discrimination and isolation that are part of their transition to PWIs. Future research on African American male college student achievement should include a broader sample group from various campus types to increase the generalizability of the findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01