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A Grounded Theory Of The College Experiences Of African American Males In Black Greek-Letter Organizations, David Julius Ford Jr.
A Grounded Theory Of The College Experiences Of African American Males In Black Greek-Letter Organizations, David Julius Ford Jr.
Counseling & Human Services Theses & Dissertations
Studies have shown that involvement in a student organization can improve the academic and psychosocial outcomes of African American male students (Harper, 2006b; Robertson & Mason, 2008; Williams & Justice, 2010). Further, Harper, Byars, and Jelke (2005) stated that African American fraternities and sororities (i.e., Black Greek-letter organizations [BGLOs]) are the primary venues by which African American students become involved on campus. This grounded theory study examined the relationship between membership in a BOLO and the overall college experiences of African American male college students at a Predominantly White Institution (PWI). Eleven themes were identified in the study indicating that …
The Perceptions Of Standardized Tests, Academic Self-Efficacy, And Academic Performance Of African American Graduate Students: A Correlational And Comparative Analysis, Arleezah K. Marrah
The Perceptions Of Standardized Tests, Academic Self-Efficacy, And Academic Performance Of African American Graduate Students: A Correlational And Comparative Analysis, Arleezah K. Marrah
Counseling & Human Services Theses & Dissertations
The academic performance of African American students continues to be a concern for educators, researchers, and most importantly their community. This issue is particularly prevalent in the standardized test scores of African American students where they score on average one or more standard deviations below their Caucasian and Asian American counterparts, which may hinder their college enrollment, academic achievement, and educational attainment (Diaz, 1999; Walpole et al., 2005). This issue has been examined by numerous studies and many researchers have attributed their underachievement to factors such as lower academic self-efficacy, stereotype threat, cultural test bias, and institutionalized racism (Kellow & …