"Same-Race Role-models and Self-Efficacy among African American College" by Rueben Brock

Author

Rueben Brock

Date of Graduation

2015

Document Type

Dissertation

Degree Type

PhD

College

College of Education and Human Services

Department

Counseling, Rehabilitation Counseling & Counseling Psychology

Committee Chair

Jeff Daniels

Committee Co-Chair

Reagan Curtis

Committee Member

George Mamboleo

Committee Member

Jennifer Taylor

Committee Member

Taunya Tinsley

Abstract

Social Cognitive Career Theory (SCCT; Lent & Brown, 1996) offers an understanding of career interest, goals, and performance. It is based, in large part, on the social cognitive construct of self-efficacy (Bandura, 1986). The theory offers a framework for the interactive influence that self-efficacy, outcomes expectations, and personal goals have upon each other in the formation of a person's career aspirations. Within SCCT and the Social Learning Theory that it is based on, there is the presumption that modeling is a key component of learning (Bandura, 1986). The purpose of this study was to explore the impact that same-race role-models may have on the career and academic self-efficacy of African American college students. Results of a regression analysis indicated no significant relationship between the number of role-models on the career and academic self-efficacy of the participants. These results call into question the impact of role-modeling programs that use race matching as a method of increasing African American student success. At least with respect to self-efficacy beliefs, the current study indicates that an increase in same race role-models is not impactful for students.

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