Get In Where You Fit In: Understanding Engaged Learning in an African-Centered Environment

Autor/inn/en	Hackett, Cedric D.; Lo, Sheba
Titel	Get In Where You Fit In: Understanding Engaged Learning in an African-Centered Environment
Quelle	In: Journal of Negro Education, 87 (2018) 1, S.46-58 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.87.1.0046
Schlagwörter	Student Centered Learning; Learner Engagement; Afrocentrism; Well Being; Academic Persistence; African Studies; Mental Health; Adjustment (to Environment); African Culture; Self Efficacy; Student Diversity; Minority Group Students; Social Responsibility; Leadership; Predictor Variables; Teaching Methods; Socialization; California + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Afro-centrisme; Afrozentrismus; Well-being; Wellness; Wohlbefinden; Psychohygiene; Africa; Culture; Afrika; Kultur; Self-efficacy; Selbstwirksamkeit; Soziale Verantwortung; Führung; Führungsposition; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Socialisation; Sozialisation; Kalifornien
Abstract	This investigative engagement study explored the relationship between self-reported well-being indicators among students at an urban university in southern California and sought to identify variables that predict engaged learning among students who enroll in Africana Studies courses. This study used a correlational design involving an online survey of undergraduate college students from California State University, Northridge who took Africana Studies courses in fall 2014. Regression analysis was conducted to determine which of the persistence constructs (e.g., academic self-efficacy, positive relations with others, psychological sense of community, and socially responsible leadership) were significant predictors of engagement with the college experience. Findings revealed that well-being indicators contribute to engaged learning, which coalesce with African-centered values. Implications for practice and suggestions for future research are discussed. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01