Psychosocial and Cognitive Predictors of Achievement in African American Males in Higher Education
Abstract
Historically and currently, the Black male has endured salient challenges. Researchers such as Ogbu (2004) and Steele (1997) have examined ways in which negative portrayals of Black males coincide with other factors to undermine the academic performance of African American males. Black males who do finish their baccalaureate studies, may assist in answering the problem. Therefore, drawing from Social Cognitive Career Theory and self-efficacy (Lent, Brown, & Hackett, 1994), Resilience Theory (Fletcher & Sarkar, 2013), and Grit (Duckworth, Peterson, Matthews, & Kelly, 2007), the purpose of this study was to examine psychosocial and cognitive predictors of academic achievement (i.e., overall GPA) in African American males enrolled at one Historically Black College/University (HBCU) in the Southeastern United States.
Subject Area
Counseling Psychology|Psychology
Recommended Citation
Darreon D. Greer,
"Psychosocial and Cognitive Predictors of Achievement in African American Males in Higher Education"
(2019).
ETD Collection for Tennessee State University.
Paper AAI22585423.
https://digitalscholarship.tnstate.edu/dissertations/AAI22585423