Revisiting the paradox of hope: The role of discrimination among first-year Black college students.

2020 ◽  
Vol 67 (5) ◽  
pp. 637-644 ◽  
Author(s):  
Ryon C. McDermott ◽  
April T. Berry ◽  
Nicholas C. Borgogna ◽  
Hsiu-Lan Cheng ◽  
Y. Joel Wong ◽  
...  
Keyword(s):  
College Students ◽  
Black College ◽  
Black College Students ◽  
First Year

Racial Microaggressions and Depression in Black College Students: The Role of Ethnic Identity

2021 ◽  
pp. 1-17
Author(s):  
Laura Reid Marks ◽  
Madeline Stenersen ◽  
Kimberly Adams ◽  
Daniel Lattimore ◽  
Brittany C. Lee
Keyword(s):  
College Students ◽  
Ethnic Identity ◽  
Racial Microaggressions ◽  
Black College ◽  
Black College Students

Differential factors affecting testing and career choices of Black college students

1972 ◽  
Author(s):  
Ronald G. Taylor ◽  
Richard D. Grosz ◽  
Robert Whetstone ◽  
Catherine Joseph ◽  
Leon Willis
Keyword(s):  
College Students ◽  
Career Choices ◽  
Black College ◽  
Black College Students ◽  
Factors Affecting

Positive Psychology's Protective Role Against Suicide in Black College Students

2011 ◽  
Author(s):  
Mei-Chuan Wang ◽  
Oliver Johnson ◽  
Pius Nyutu ◽  
Elise Fleming ◽  
Gloria Wells ◽  
...  
Keyword(s):  
College Students ◽  
Protective Role ◽  
Black College ◽  
Black College Students

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

2020 ◽  
pp. 009579842097979
Author(s):  
Samuel T. Beasley ◽  
Shannon McClain
Keyword(s):  
College Students ◽  
Academic Engagement ◽  
Structural Equation ◽  
Black College ◽  
Self Concept ◽  
Equation Modeling ◽  
Black College Students ◽  
Grade Point ◽  
Racial Centrality ◽  
Positive Direct

Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students’ academic functioning. Research and practice implications of these findings are outlined.

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