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African American Males Educational Success Factors

Listed author(s):
  • Michael Brooks
  • Christopher Jones
  • Jessie Latten
Registered author(s):

    Due to the recent call for educators to increase African American educational achievement (Butler, 2012; Toldson, Sutton, & Brown, 2012; Harris & Taylor, 2012), the authors sought to identify personal characteristics associated with African American male educational success. There appears to be little discussion about this group¡¯s success in today¡¯s academic literature (Harper, 2009b). Thirty high-achieving African American male undergraduate students between the ages of 18 and 22 at an urban southeastern American university were surveyed. Participants completed Likert scale and open-response items regarding their success in college. The results suggest high achieving African-American males deem sources of inspiration, people, and financial incentives as important for educational success. Also, a significant difference was discovered between STEM (science, technology, engineering, or math) majors and non-STEM majors with regards to age, paternal relationship, and incentives (internal, external) to achieve goals. Implications for administrators and higher education were discussed.

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    Article provided by Redfame publishing in its journal International Journal of Social Science Studies.

    Volume (Year): 2 (2014)
    Issue (Month): 2 (April)
    Pages: 75-85

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    Handle: RePEc:rfa:journl:v:2:y:2014:i:2:p:75-85
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