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An examination of racial identity, classroom learning environment, and academic achievement among African American college students
Patricia Leigh Hilliard
Paperback. ProQuest, UMI Dissertation Publishing 2011-09-02.
ISBN 9781243480057
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Publisher description
The purpose of this study was to investigate how selected psychosocial variables predicted the academic performance of African American college students attending two predominately White universities. Specifically, this study was designed to examine the relative importance of racial identity and classroom learning environment to the academic achievement of African American college students. A total of 151 participants completed survey packets which contained three instruments: (1) Multidimensional Inventory of Black Identity, (2) Modified College Classroom Environment Scale, and (3) a demographic questionnaire. Data analyses included Pearson correlation matrices and multiple regression analyses. The correlational analyses were performed to determine if the predictor variables (racial centrality, racial ideology, cathectic learning environment, professional concern, affiliation, and diversity) were significantly related to academic achievement. Results of the correlational analyses revealed no statistical association between predictor variables and achievement. Findings from the regression analysis were similar; thus, racial identity and classroom learning environment did not account for a significant variability in academic achievement. Recommendations for further research studies are discussed
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An examination of racial identity, classroom learning environment, and academic achievement among African American college students
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