Arnold, Tomorrow; Huber, Thomas
University of Tennessee at Chattanooga
Place of Publication
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.
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.
African Americans--Education (Higher); African Americans--Study and teaching; Motivation in education
Robinson, Ariyah, "Study of collective self-esteem and academic motivation examining perceptions of academic statistics of black traditional undergraduate students attending a PWI" (2022). Honors Theses.