Title page for ETD etd-10152004-155400


Type of Document Dissertation
Author Williams, Eric Garnell
URN etd-10152004-155400
Title Academic, Research, and Social Self-Efficacy among African American Pre-McNair Scholar Participants and African American Post-McNair Scholar Participants
Degree PhD
Department Educational Leadership and Policy Studies
Advisory Committee
Advisor Name Title
Hirt, Joan B. Committee Chair
Bardwell, Rebecca Committee Member
Creamer, Donald G. Committee Member
Dixon, Benjamin Committee Member
Dudley, Larkin S. Committee Member
Keywords
  • Self-Efficacy
  • Academic Self-Efficacy
  • Research Self-Efficacy
  • Social Self-Efficacy
  • McNair Scholars Program
  • African American Students
Date of Defense 2004-09-30
Availability unrestricted
Abstract
College enrollment and graduation rates for African Americans remain lower than enrollment and graduation rates for middle and upper-class White students. The lower enrollment and graduation rates have an effect on the number of African American students who pursue the Ph.D. and other research doctorate degrees.

In order to increase the number of African Americans and other underrepresented students in the Ph.D. pipeline, the United States Congress passed legislation that created the Ronald E. McNair Postbaccalaureate Achievement Program (McNair Scholars Program) in the mid-1980s. The purpose of the McNair Scholars Program is to prepare college students for doctoral studies and careers in academia through involvement in summer research internships and other scholarly activities. One way in which this program may prepare students is through the development of students' academic, research and social self-efficacy. To date, however little research has been conducted to see if the McNair Scholars Program has an effect on African American students' levels of self-efficacy.

The purpose of this study was to compare levels of academic, research and social self-efficacy among African American pre- and post-McNair Scholar participants. Levels of self-efficacy were analyzed by McNair participant status (pre-McNair and post-McNair), gender, college and grade point average. The study employed a national sample of African American pre- and post McNair Scholar Program participants. Data were collected using the Graduate Education Self-Efficacy Scale (GESES), a 57-item instrument designed specifically for this study. Items for the survey were developed utilizing existing literature on academic, research and social self-efficacy.

Results revealed significant differences in academic, research and social self-efficacy between African American pre- and post-McNair Scholar Program participants. There were no significant differences by gender on academic, research or social self-efficacy. Neither were significant differences found by college grade level on academic or social self-efficacy. There were, however, significant differences based on college grade level on research self-efficacy. There were also significant interaction effects between gender and college grade level on academic, research and social self-efficacy. The results suggest that participating in the McNair Scholars Program raises levels of academic, research and social self-efficacy among African American college students.

Files
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 28.8 Modem   56K Modem   ISDN (64 Kb)   ISDN (128 Kb)   Higher-speed Access 
  Appendices.pdf 53.66 Kb 00:00:14 00:00:07 00:00:06 00:00:03 < 00:00:01
  Body_Matter.pdf 173.37 Kb 00:00:48 00:00:24 00:00:21 00:00:10 < 00:00:01
  Front_Matter.pdf 19.32 Kb 00:00:05 00:00:02 00:00:02 00:00:01 < 00:00:01

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