Lone Star College Methodology and Results Thesis Paper ASSIGNMENT: Complete the following assignment. Please remember to use APA formatting. Using the t

Lone Star College Methodology and Results Thesis Paper ASSIGNMENT:

Complete the following assignment. Please remember to use APA formatting.

Using the topic of your research project, fully and clearly develop your Methods and Results sections. You will need to explain how the secondary data was collected (ICPSR and other sites will provide you with a description, but you must put what they said in your own words; copying and pasting is plagiarism). Make sure to explain how they assessed the variables (i.e., the survey items used for your variables). You will also need to analyze the relevant data in that particular dataset. Make sure to explain any setup you did for the dataset (this includes Cronbach alphas for any operational definitions that used more than one survey item). Be sure to identify the statistical analysis you used, as well as provide information about descriptive statistics. Eventually, you will want a table or figure that provides this information; it may be a good idea to make one now so you get feedback on it before submitting your final paper.

Attached will be my introduction, conceptual model, and references

The title of my study is The effects of African Americans attending an HBCU.

I have one raw data set of African Americans attending an HBCU but will it to be run through SPSS and compared to the findings of this Articles

So paper will be a rough comparison of the expected results of the two. African Americans Attending an HBCU
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The Effects of an African American Attending a Historically Black College University
Senior Paper
Rodnetria Wade
Prairie View A&M University
African Americans Attending an HBCU
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Abstract
Purpose: Hypothesis: Participants: Measures: Results: Implications: Future research:
African Americans Attending an HBCU
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Introduction
Numerous studies have found positive effects of African Americans attending a
Historically Black College or University (HBCU) (Campbell, 2010; Rucker & Gendrin, 2003;
Gilbert, So, Russell, & Wessel, 2006; Love, Tyler, Thomas, Garriott, Brown, & Roan-Belle,
2009; Caldwell & Obasi, 2010). The customary goal for most HBCUs is to give and increase
educational opportunities for underserved communities (Toldson, 2018). HBCUs are educational
environments that engender self-pride and cultural affiliation in students of color. Before HBCUs
were established in 1964, Predominantly White Institutions (PWIs) were the only institutional
types for post-secondary schooling. According to Willi (2003), It has been suggested that PWIs
do not promote a positive multiracial environment for all students and that this negligence has
negative consequences for minority students. This put African Americans at a disadvantage
because while PWIs may have had to accept minorities into their schools due to discrimination
policies, racism was and still is a relevant cause of minorities feeling displeasured and
unwelcomed. These feelings of social estrangement can be associated with African Americans
not being aware or comfortable with their racial identity.
Racial Identity
HBCUs positively effect students of color as well as create a dynamic for African
Americans to embrace their culture and interconnectedness. Rucker & Gendrin (2003) used
Cross’s (1978) Model of Psychological Nigrescence. This theory focuses on the four stages of an
African American becoming aware of one’s racial identity, starting at a level of self-hatred to
progressing toward self-acceptance. Results indicated that African American students perceived
having a strong identification with Africans American instructors than they did with EuroAmerican instructors. With African American students having African American instructors,
African Americans Attending an HBCU
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they are able to become more comfortable and identified with their racial identity. One of the
main defining elements of the communication context in of HBCUs in terms of one being certain
of self-identity and society in the academic setting is race (Rucker & Gendrin, 2003). This study
shows the correlation between Black Identity and the outcome of African Americans attending
an HBCU. Campbell (2010) found that African American students who attend an HBCU are
more likely to view their race as more significant than their PWI counterparts. There are two
racial identity attitudes in this worldview: Intense Black Involvement (explicit and extreme
support for everything regarding Black or African American) and Anti-White (robust negative
attitudes toward majority group member) (Simmons, Worrell, and Berry, 2008).
Students who attend a PWI may trigger pre-existing emotional difficulties such as
discrimination or isolation at PWI counseling centers (Gilbert, Russell, & Wessel, 2006).
Researcher Gilbert and colleagues (2006) hypothesized that students who attend an HBCU that
experienced a supportive predominantly Black milieu would show no correlation between racial
identity and psychological self-reported symptoms such as depression, anxiety, and hostility. The
study used Helm and Parham’s (1990) Black Racial Identity Attitude Scale to assess the four
factors of racial identity (Conformity, Dissonance, Immersion/emersion, and Internalization) and
Derogatis & Spencer’s (1982) Brief Symptom Inventory. The four racial factors of this study
were shown to be high in the internalization status attitudes and low conformity scores,
suggesting that as a group, the sample of students showed higher levels of racial pride. African
Americans can buffer themselves from psychological stressors from their experiences of
attending a HBCU where the educational environment is an engaging dynamic with African
Americans compared to those who attend a PWI (Gilbert, Russell, & Wessel, 2006). African
American students who attended an HBCU instead of a PWI felt more confident and positive
African Americans Attending an HBCU
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with their racial and social identity.
Academic Performance and Stress
Although, it is not true that the make-up of a school’s ethnicity does not determine
success, it seems to be something about the academic environment that strengthens such
differences (Caldwell & Obasi, 2010). Butler (2017) found that the adaptation to stress was
overall normalized comparing both African American Students that attend a HBCU or PWI.
Although, the participants who attended a PWI was seen to experience the same stressors as
those attending an HBCU, those who attended a PWI also experienced stigma, discrimination,
and inequality. This study shows that the cultural influence of the participants is significant in
whether the student is able to excel academically and is able to overcome stressful events
(Butler, 2017). Negga, Applewhite, & Livingston (2007) suggested that African American PWI
students should be given additional services of intervention and counseling that focuses on
sensitiveness of isolation, racial discrimination, and coping. It is a probability that African
American students experience factors such as racial discrimination that make their race more
obvious, especially those attending PWIs (Campbell, 2010). Additionally, it was found that
African American students attending an HBCU reported higher levels of achievement motivation
and cultural mistrust in comparison to those attending a PWI (Caldwell & Obasi, 2010).
Social Influence
Today’s social media and television shows such as The Cosby Show and A Different
World displays positive media portrayals of African Americans in the media (Matabane &
Merritt, 2014). A lot of film creations and other television shows derive from shows such as The
Cosby Show, featuring the life of a student at a HBCU. This type of media content that shows
other young African Americans attending HBCUs can have a great influence on the African ide
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(2014) conducted a study to examine the effects of The Cosby Show, A Different World, and
other Black-oriented television shows on an individual’s decision to attend an HBCU. These
researchers hypothesized that the use of and reliance on content of the media will make a
significant contribution to the needs encouraging the students’ decision to attend an HBCU
compared to traditional predictors of college choice among students who currently attend an
HBCU. The results indicated that females were more media reliant in relation to their racialcultural needs whereas males were more social network reliant (Matabane & Merritt, 2014).
External media factors of how African Americans retain positive perceptions of African
American success through shows and social media was seen to be a strong motivator of African
American students wanting to be like who they were watching on tv.
Overall Satisfaction of Well-being
HBCUs create an environment where people of color can have the opportunity to
acquire their education all while feeling comfortable and connected to their culture. Jackson
(2015) used the National Survey of Student Engagement (NSSE) database from 2008 to assess
the relationship between engagement and satisfaction on African Americans who attend HBCUs
or Hispanic Serving Institutions (HSIs). The results indicated that students of color (African
Americans and Hispanics) are primarily seeking support in terms of academic guidance and
encouragement. This study displayed that African American and Hispanic American adults want
to be assured that for their significant sacrifices to attend institutions to complete their
undergraduate degrees they are embraced, supported, and assured that their goals are perceived
just as valuable to the institution, as it is to them (Jackson, 2015). Love, Tyler, Thomas, Garriott,
Brown, & Roan-Belle (2009) referenced the Bowlby’s (1977) Attachment theory to look at the
influential factors (Peer, parental, and institutional attachment) on the emotional and social well-
African Americans Attending an HBCU
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being of African American college students attending HBCUs. The results found that students
who reported high levels of support from their parents also reported high levels of support from
their peers, while those who reported low levels of support from their parents were likely to
report low levels of support from their peers. It was also reported that there is a significant
correlation between institutional attachment and social well-being (Love, Tyler, Thomas,
Garriott, Brown, & Roan-Belle, 2009). This research displayed the importance of all three
factors of attachment and how they affect African American students with one of the main
factors being securely attached to an educational institution of color. While White institutions
tend to give African Americans experiences of cultural dissonance, social isolation, and a deficit
in support systems, institutional attachment securities to HBCUs, nonetheless, can provide
African American students a buffer against such outcomes (Love, Tyler, Thomas, Garriott,
Brown, & Roan-Belle, 2009). The effects of African American students attending HBCUs versus
PWIs are evaluated with predictor variables of Racial Identity, academic performance, stress,
social influence, and well-being.
Hypothesis
African American students that attend an Historically Black College or University will show an
increase in their academic performance, racial identity, mental health, and social influence from
the experience compared those who a Predominantly White Institution.
African Americans Attending an HBCU
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Conceptual Model
African Americans attending a
Historically Black College or
University
1
Racial Identity
2
3
4
Academic Performance &
Stress
6
Social Influence
Overall Satisfaction of WellBeing
7
8
Positive beneficial experience of attending a
Historically Black College or University
Figure 1. Theoretical model of influences on African Americans attending an HBCU
African Americans Attending an HBCU
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1.&5. Cross’s (1978) Model of Psychological Nigrescence is a theory used to focus on
the four stages of an African American becoming aware of one’s racial identity.
According to this theory, being in a dynamic of black empowerment, African Americans
are able to have a strong and positive racial identity becoming more comfortable with
their race.
2.&6. African American students who attend an academic institution with instructors and
classmates who look like them are more likely to report higher levels of achievement
motivation and overcome stressful events (Butler, 2017; Caldwell & Obasi, 2010).
3.&7. Having positive exemplars who influence individuals on the pros of attending an
HBCU is a factor of how an African American can potentially reap the benefit of
attending an HBCU. While males tend to be more reliant on being influenced through
social networks (social media platforms), females tend to be more influenced by role
models via other media platforms such as Tv shows, etc. (Matabane & Merritt, 2014).
4.&8. African Americans who attend HBCUs will have positive experiences of being
more integrated into the African American culture, illuminating positive affiliations
toward their racial identity and academic success. Bowlby’s (1977) Attachment theory
explains how influential factors play a significant role on one’s emotional and social
well-being. Attending an academic institution of majority minorities gives African
American students the comfortability and support needed to feel embraced and valued.
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Methodology
African Americans Attending an HBCU
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African Americans Attending an HBCU
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Results
African Americans Attending an HBCU
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African Americans Attending an HBCU
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Discussion
African Americans Attending an HBCU
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African Americans Attending an HBCU
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African Americans Attending an HBCU
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African Americans Attending an HBCU
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References
Butler, E. S. (2017). Normalization of Stressors Among African American College and Graduate
Students: looking through a cultural lens. College of Pharmacy and Pharmaceutical
Sciences, Institute of Public Health, 1–141.
Campbell, S. D. (2010). Race Still Matters: how race influences success and satisfaction for
African American students. Faculty of the University of Delaware, 1–145.
Caldwell, T., & Obasi, E. M. (2010). Academic Performance in African American
Undergraduates: Effects of Cultural Mistrust, Educational Value, and Achievement
Motivation. Journal of Career Development, 36(4), 348–369. doi:
10.1177/0894845309349357
Cross, W. E. (1978). The Thomas and Cross Models of Psychological Nigrescence. Journal of
Black Psychology, 5(1), 13–31. doi: 10.1177/009579847800500102
Derogatis, L. R., & Spencer, P. (1982). The BriefSymptom Inventory (BSI): Administration, scoring, and procedures manual—I. Baltimore: Johns Hopkins University School of
Medicine, Divi- sion of Medical Psychology.
Gilbert, S. C., So, D., Russell, T. M., & Wessel, T. R. (2006). Racial Identity and Psychological
Symptoms Among African Americans Attending a Historically Black University. Journal
of College Counseling, 9(2), 111–122. doi: 10.1002/j.2161-1882.2006.tb00098.x
Helms, J. E., & Parham, T. A. (1990). Black Racial Identity Attitudes Scale (Form RIAS-B).
In J. E. Helms (Ed.), Black and White racial identity: Theory, research, and practice (pp.
245-248). Westport, CT: Greenwood Press.
African Americans Attending an HBCU
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Jackson, A. D. (2015). The Engagement and Satisfaction of Adult African Americans at
Historically Black Colleges and Universities and Adult Hispanic Americans at Hispanic
Serving Institutions. ProQuest LLC, 3–717.
Love, K., Tyler, K., Thomas, D., Garriott, P., Brown, C., & Roan-Belle, C. (2009). Influence of
multiple attachments on well-being: A model for African Americans attending
historically black colleges and universities. Journal of Diversity in Higher Education,
2(1), 35–45. doi: 10.1037/a0012651
Matabane, P. W., & Merritt, B. D. (2014). Media Use, Gender, and African American College
Attendance: The Cosby Effect. Howard Journal of Communications, 25(4), 452–471. doi:
10.1080/10646175.2014.956549
Negga, F., Applewhite, S., & Livingston, I. (2007). African American College Students and
Stress: School Racial Composition, Self-esteem, and Social Support. College Student
Journal , 41(4), 823–830.
Rucker, M. L., & Gendrin, D. M. (2003). The Impact of Ethnic Identification on Student
Learning in the HBCU Classroom. Journal of Instructional Psychology, 30(3), 207–215.
doi: 10.1080/08824090209384857
Simmons, C., Worrell, F. C., & Berry, J. M. (2008). Psychometric Properties of Scores on Three
Black Racial Identity Scales. Assessment, 15(3), 259–276. doi:
10.1177/1073191108314788
Toldson, I. A. (2018). Why Historically Black Colleges and Universities are Successful with
Graduating Black Baccalaureate Students Who Subsequently Earn Doctorates in STEM
(Editor’s Commentary). The Journal of Negro Education, 87(2), 95. doi:
10.7709/jnegroeducation.87.2.0095
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Willie, S. (2008). Acting Black: College, identity and the performance of race. New York &
London: Routledge.
Academic Performance
in African American
Undergraduates: Effects
of Cultural Mistrust,
Educational Value, and
Achievement Motivation
Journal of Career Development
36(4) 348-369
ª Curators of the University
of Missouri 2010
Reprints and permission: http://www.
sagepub.com/journalsPermissions.nav
DOI: 10.1177/0894845309349357
http://jcd.sagepub.com
Taisha Caldwell1 and Ezemenari M. Obasi2
Abstract
The current study examined achievement motivation, the value of education,
cultural mistrust, and academic performance in 202 African American college
students attending both Historically Black Colleges and Universities (HBCUs) and
a Predominately White Institution (PWI). Results using hierarchical multiple
regression established that the three predictor model accounts for 42.1% of the
variance in academic performance. Additionally, the results indicated that a
student’s value of education moderates the relationship between achievement
motivation and academic performance. Implications for educators, administrators,
and career counselors are presented.
Keywords
African American, education, motivation, cultural mistrust, values
1
2
Southern Illinois University, Carbondale
University of Georgia, Athens, Georgia
Corresponding Author:
Ezemenari M. Obasi, University of Georgia, Department of Counseling and Human Development
Services, 402 Aderhold Hall, Athens, GA 30602
Email: obasi@uga.edu
348
Caldwell and Obasi
349
In the United States, education has been identified as being the primary route toward
fulfilling employment and economic stability (Brown & Jones, 2004). The benchmark trial of Brown versus the Board of Education in 1954 was intended to ensure
all children an equal opportunity for receiving a quality education. However, the
subsequent desegregation of schools during the civil rights movement has not solved
as many problems as anticipated. According to the National Center for Education
Statistics [NCES], 2007), most African Americans attend schools where people of
color represent the majority of the student body and are underperforming in relation
to White Americans. The term ‘‘achievement gap,’’ has been used to capture the
academic underachievement of African American and Latina/Latino students when
compared to their White American counterparts. The Bill and Melinda Gates
Foundation (2008) reported that only 55% of all African American students graduated from high school compared to 78% of White Americans. Additionally, in 2006,
only 19% of African Americans had bachelor’s degrees and only 1% had advanced
degrees (NCES, 2007). As a contrast, approximately 31% of White Americans
earned Bachelor’s degrees in 2006, and 10% earned advanced degrees (NCES,
2007).
This achievement gap in the American educational system has been extensively
scrutinized since being acknowledged in the mid-1980s and may be crucial to the
career development of African American youth (Brown & Jones, 2004). Proposed
solutions have been sparse with ostensibly minute outcomes in the African American community or broader educational system (Landsman & Lewis, 2006). Current
research trends suggest this gap is most likely due to noncognitive factors, or socioenvironmental variables, interfering with the performance of these students (Lease,
2006; Robbins et al., 2004). Grounded in Bandura’s (1986) social cognitive theory,
Social Cognitive Career Theory (SCCT; Lent, Brown & Hackett, 1994) provides a
framework for how noncognitive factors, referred to as contextual variables in
SCCT, can influence social cognitions that are believed to effect academic and
career-related interests, performance, and satisfaction. On a basic level, SCCT
explains the relationship between self-efficacy, outcome expectations, goals, and
contextual supports/barriers in the pursuit of career choice and performance (Lent
et al., 1994). Furthermore, this theory suggests that some students will rule out
possible occupations due to faulty self-efficacy and/or outcome expectations.
Additionally, the greater the perceived barriers to an occupation, the less likely
students are to pursue those careers (Lent et al., 1994). It is believed that through
modificatio…
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