Project Director

Howell, Ashley

Department Examiner

Arnold, Tomorrow; Huber, Thomas

Department

Dept. of Psychology

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

College enrollment for black traditional college-age students has been on the rise. Matriculation experienced a seven percent increase from 2000 to 2018 (NCES, 2020). However, Cokley et al. (2013) found that black students exhibit the highest minority stress among college students. Researchers also found that students may feel pressured to break stereotypes and perform well academically (Smith & Hope, 2020; Brooms, 2019; Mary et al., 2018). As more black students enroll in colleges nationwide, there is more than reasonable cause to continue examining how the matriculation of black students into predominantly white institutions impacts black students and their perceptions of themselves, their surroundings, and their likelihood of success. The present study explored how traditional undergraduate black students' perceptions of academic statistics (on-time and delayed graduation rates, honors college matriculation) while attending a predominately white institution (PWIs) relate to their intrinsic and extrinsic academic motivations and collective self-esteem.

IRB Number

22-056

Degree

B. S.; An honors thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Bachelor of Science.

Date

12-2022

Subject

African Americans--Education (Higher); African Americans--Study and teaching; Motivation in education

Keyword

diversity; higher education; educational psychology; self-esteem; academic motivation

Discipline

Psychology

Document Type

Theses

Extent

34 leaves.

DCMI Type

Text

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by-nc-nd/4.0/

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Psychology Commons

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