The correlation between academic self-concept, student-faculty interactions, and class status among African American and Caucasian students at Humboldt State University

Graduation Date

2014

Document Type

Thesis

Program

Other

Program

Thesis (M.A.)--Humboldt State University, Psychology: Counseling, 2014

Committee Chair Name

Emily Sommerman

Committee Chair Affiliation

HSU Faculty or Staff

Keywords

Academic self-concept, Humboldt State University -- Theses -- Psychology, African American college students, Humboldt State University

Abstract

African American college students continue to experience challenges both academically and personally at predominantly White colleges and universities. Predominantly White Colleges and Historically Black Colleges and have been the focus of prior research to examine various factors relating to academic self-concept. However, results consistently elucidate that African American college students have a lower academic self-concept when compared with their White counterparts (Cokley, 2000). Using a sample of African American and Caucasian college students at Humboldt State University, the current study will examine academic self-concept, student-faculty interactions, and class status among these students. Students will complete the Academic Self-Concept Scale (Reynolds, 1988), Campus Connectedness Scale (Lee Davis, 2000), and specific questions relating to the quality and frequency of student-faculty interactions. The results of this study may provide information for predominantly White universities to reform their approaches to education and personal development in order to effectively assist African American students and other minority students with achieving academic success.

https://scholarworks.calstate.edu/concern/theses/6t053j42w

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