Abstract
Racial identity plays a significant role in the lives of Black undergraduate students.’ Although numerous studies show that having a positive racial identity has a positive influence on the academic achievements of Black students , even less is known about how ethnic identity, maternal nurturance, paternal nurturance, and internal locus of control has on the grades of Black undergraduate students . Secondary data from 422 Black undergraduates was used to examine the impact ethnic identity, maternal nurturance, paternal nurturance, and internal locus of control has on the grades of Black undergraduate students. Linear regression analyses run for the full sample demonstrated that no variables significantly predicted the grades of Black undergraduate students. When follow-up regression analysis was run by socioeconomic status the results demonstrated that undergraduates of high socioeconomic status, increased maternal nurturance was found to predict lower grades. Further research is needed to further explore the psychosocial factors that influence the academic achievement of Black undergraduates.
Advisor
Hope, Meredith
Department
Psychology
Recommended Citation
Walker, Alex, "To Be Young, Gifted and Black: The Contributions of Racial Centrality, Parental Social Support and Academic Motivation on the Academic Engagement of Black Undergraduate Students." (2024). Senior Independent Study Theses. Paper 10951.
https://openworks.wooster.edu/independentstudy/10951
Disciplines
Education | Race and Ethnicity
Publication Date
2024
Degree Granted
Bachelor of Arts
Document Type
Senior Independent Study Thesis
© Copyright 2024 Alex Walker