Relationships Among Race, Racial Microaggressions, Academic Motivation, and Academic Self-efficacy - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Relationships Among Race, Racial Microaggressions, Academic Motivation, and Academic Self-efficacy write by Michelle L.W. Smith. This book was released on 2017. Relationships Among Race, Racial Microaggressions, Academic Motivation, and Academic Self-efficacy available in PDF, EPUB and Kindle.
The Relationship Between Racial Microaggressions, Mental Health, and Academic Self-efficacy in Black College Students
The Relationship Between Racial Microaggressions, Mental Health, and Academic Self-efficacy in Black College Students - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook The Relationship Between Racial Microaggressions, Mental Health, and Academic Self-efficacy in Black College Students write by DeVanté J. Cunningham. This book was released on 2022. The Relationship Between Racial Microaggressions, Mental Health, and Academic Self-efficacy in Black College Students available in PDF, EPUB and Kindle. Racial microaggressions are daily, often subtle, verbal, environmental, and behavioral slights and insults targeted at a person or their race. Racial microaggressions can have deleterious effects on the mental health and academic outcomes of Black college students. As research on this relationship increases, it is essential to assess factors that may moderate, or lessen, the impact of racial microaggressions. There is evidence that mentoring, a form of social support, may attune the adverse effects of racial microaggressions on mental health and academic outcomes. The current study explored the relationship between racial microaggressions and mental health and academic outcomes (social anxiety, generalized anxiety, depression, and academic self-efficacy) in Black undergraduate students and assessed if the presence of mentoring moderated this relationship. Results suggest that racial microaggressions have a significant negative impact on mental health outcomes and none on academic self-efficacy. Additionally, while mentoring has a significant positive impact on three outcome variables, it does not operate as a buffer variable for the relationship between racial microaggressions and the study outcomes. As there is a direct relationship but not a buffering one, other factors may better attune the relationship between racial microaggressions and mental health and academic outcomes in Black college students. It also suggests that having a mentor can benefit college students’ mental health and well-being and can be used to offer support to the growing literature on the impact of social support in this population. Further research is needed to examine the potential buffers of the relationship. Given the beneficial impact of mentoring, additional research can further explore the longitudinal effects of mentoring on this population.
The Relationship Between Racial Microaggressions and Academic Self-Efficacy Among College Students of Color
The Relationship Between Racial Microaggressions and Academic Self-Efficacy Among College Students of Color - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook The Relationship Between Racial Microaggressions and Academic Self-Efficacy Among College Students of Color write by Melissa Glenn. This book was released on 2022. The Relationship Between Racial Microaggressions and Academic Self-Efficacy Among College Students of Color available in PDF, EPUB and Kindle. Research suggests that people of color are at-risk of facing racial microaggressions. In the context of schools, students who are recipients of microaggressions have reported either significantly improved or impaired levels of academic self-efficacy. The purpose of this study is to inform school psychologists of potential social influences of academic self-efficacy (i.e., resilience, microaggressions) and how academic self-efficacy may relate to experiencing school-related microaggressions. Specifically, this study examined whether students of color are at-risk of lower academic self-efficacy due to possible experience with microaggressions and whether perceived resilience, community involvement, or family supports moderate the relationship. Freshman students at East Carolina University in Greenville, NC were recruited to participate in this study. Participants of color neither reported significant experiences with microaggressions, nor low levels of academic self-efficacy. Overall, there were no significant differences in academic self-efficacy between White students and students of color, and both group ratings were slightly above average. In addition, students of color reported higher levels of resilience than their White counterparts. However, there were significant associations between perceived resilience and reported experiences of microaggressions. Future researchers should continue to explore influencing factors of resilience and academic self-efficacy in efforts to support college level students of color.
Pathways Toward Progress
Pathways Toward Progress - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Pathways Toward Progress write by Antonia Maria Kennedy Szymanski. This book was released on 2011. Pathways Toward Progress available in PDF, EPUB and Kindle. Significant interactions were also found for racial centrality and private regard moderating the relationship between academic intrinsic motivation and the number of advanced placement courses taken when prior academic achievement was controlled. The findings of this study suggest that racial centrality and private regard may be important for students with lower levels of academic intrinsic motivation and lower perceived school support. These students may benefit from interventions that support feeling positive about being Black and recognize the importance of race in students' self-concepts.
Exploring the Moderating Effects of Racial/Ethnic Socialization, Academic Motivation and African American Identity on the Relation Between Microaggressions and Mattering of African American Students at Predominantly White Institutions
Exploring the Moderating Effects of Racial/Ethnic Socialization, Academic Motivation and African American Identity on the Relation Between Microaggressions and Mattering of African American Students at Predominantly White Institutions - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Exploring the Moderating Effects of Racial/Ethnic Socialization, Academic Motivation and African American Identity on the Relation Between Microaggressions and Mattering of African American Students at Predominantly White Institutions write by Lawrence Joseph Chatters. This book was released on 2018. Exploring the Moderating Effects of Racial/Ethnic Socialization, Academic Motivation and African American Identity on the Relation Between Microaggressions and Mattering of African American Students at Predominantly White Institutions available in PDF, EPUB and Kindle. African Americans remain underrepresented in higher education (Thompson, Gorin, & Chen, 2006) and experience subtle forms of racism called microaggressions (Sue et. al, 2007). The impact of microaggressions in post-secondary institutions may manifest in the achievement gaps that exist between African American and White people; moreover, they may influence the inequitable treatment of African American students by staff, teaching assistants and faculty (Ancis, Sedlacek, & Mohr, 2000; Becker & Luther, 2002). 108 African American undergraduate students at three Predominantly White Institutions (PWIs) participated. The current study employed an online survey to explore relationships of microaggressions, racial/ethnic socialization, African American racial identity, academic motivation, and mattering of African American students at PWIs, including moderating relationships. Generally, results demonstrated the following significant relationships: experiences of microaggressions were negatively related to a sense of belonging on campus and the belief that instructors were invested in their success; feeling valued on campus was significantly related to experiences of microaggressions; receiving racial stereotype messages about the cynicism of white people was negatively related to the perception that they mattered to instructors; receiving messages of racial protection and cultural insight was positively related to experiences of microaggressions. There were a number of significant relationships between mattering and intrinsic and extrinsic academic motivation. Of particular interest was a negative relationship between amotivation, mattering to instructors, and students perception that they do not belong on campus. Intrinsic motivation to experience stimulation was positively related to microaggresisons. Students' belief that others on campus regarded their culture positively was negatively associated with microaggressions Students' highly held regard for their African descent was positively associated with microaggressions. Moreover, Black Identity Nationalist Ideology significantly moderated the negative relationship between microaggresisons and mattering to instructors. The findings of the current study are an important contribution to the existing literature regarding the experiences of African American college students at PWIs. Recommendations based on the results of the current study are provided for administrators and clinicians who work with African American college students.
