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
Jeffrey Daniels
Committee Co-Chair
John Blake
Committee Member
Ed Jacobs
Committee Member
George Mamboleo
Committee Member
Jennifer Taylor
Abstract
Social scientists have challenged professionals and educators alike to develop a better understanding of the influences a predominantly White environment has on the academic and interpersonal experiences of African American college students. This study explored the psychosocial impact of several factors, both dispositional (e.g., ethnic identity, self-esteem, and academic self-concept) and contextual (e.g., racial composition of the institution), for 91 African American college students enrolled at a predominantly White institution in the mid-Atlantic region of the United States. Pearson correlations indicated the other group orientation sub-factor of ethnic identity is positively correlated with self-esteem and academic self-concept. Multiple regression analyses indicated that grade point average is best predicted by academic self-concept. Limitations of the present study, implications, and suggestions for future research are presented.
Recommended Citation
Bush, Drummond Russell, "The Relation of Ethnic Identity to Self-Esteem and Academic Self-Concept of African American Students at a Predominantly White Institution" (2015). Graduate Theses, Dissertations, and Problem Reports. 5289.
https://researchrepository.wvu.edu/etd/5289