African American Students at Predominantly White Institutions: A Motivational and Self-Systems Approach to Understanding Retention |
| |
| Authors: | Kelly A Rodgers Jessica J Summers |
| |
| Institution: | (1) Department of Counseling, Educational Psychology, Adult and Higher Education, University of Texas at San Antonio, San Antonio, TX, USA;(2) Department of Educational Psychology, University of Arizona, Tucson, AZ, USA |
| |
| Abstract: | Predominantly White institutions have not been as effective as historically Black institutions in retaining and conferring
degrees upon African American college students. This review seeks to embed the psychological aspects of the retention process
proposed by Bean and Eaton A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student
departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] in a culturally-sensitive framework and consider
how African American students attending PWIs may experience the processes in retention. We first give a brief overview of
Bean and Eaton’s A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure
puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] model of retention, then we propose and discuss revisions
to Bean and Eaton’s model that we believe would make the model more applicable to African American students attending predominantly
White institutions. Specifically, we address students’ attitudes towards their institution, academic self-efficacy, motivation,
achievement goals, attributions, and ethnic and bicultural identity development. The discussion concludes with implications
and directions for future study. |
| |
| Keywords: | African American College students Higher education Retention Motivation |
| 本文献已被 SpringerLink 等数据库收录！ |
|
