The Influence of Social and Academic Integration, Childhood Trauma, and Discrimination on the Institutional and Goal Commitments of African American Males

Autor/in	Alverna, R. B.
Titel	The Influence of Social and Academic Integration, Childhood Trauma, and Discrimination on the Institutional and Goal Commitments of African American Males
Quelle	(2022), (191 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Caldwell University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-3536-8
Schlagwörter	Hochschulschrift; Dissertation; Goal Orientation; Student Educational Objectives; Trauma; Child Abuse; Racial Discrimination; College Students; Institutional Characteristics; Disproportionate Representation; Whites; African American Students; Males; Social Integration; Academic Persistence + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zielorientierung; Zielvorstellung; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Racial bias; Rassismus; Collegestudent; White; Weißer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Soziale Integration
Abstract	This dissertation addressed the problem of low graduation rates among African American (AA) males, a minority population characterized by the lowest graduation rates of any racial group in the United States. Specifically, the research questions asked how the independent variables of social and academic integration, childhood trauma, and discrimination vigilance influence the dependent variable of institutional and goal commitment among AA males' attending four-year predominantly White institutions in the United States. The study used a mixed-methods design and convenient sampling. A survey instrument using items from the Institutional Integration Scale, Childhood Trauma Questionnaire, and Heightened Vigilance Scale was used to collect data related to these variables for quantitative analysis applying the Pearson correlation and multiple linear regression. A questionnaire containing six open-ended questions was used to collect data for qualitative thematic analysis. Quantitative results indicated statistically significant correlations and predictive relationships between all three independent variables and the dependent variable. Qualitative results revealed that discrimination and academic and social integration were described most as having the greatest effect on goal commitment and academic success, while impactful trauma was described as physical and sexual abuse, childhood trauma with lasting effects, and racial discrimination trauma. Critical Race Theory and Self-Determination Theory provided the primary guiding framework for this study and were used to interpret the study's results. The study concluded that the level of social and academic integration AA males perceive, as well as their experiences with trauma and racial discrimination, all significantly impact AA males' prospects for academic success. The dissertation concludes with recommendations for educators, including future research and possible implementations aimed at helping AA males better cope with trauma, improving the diversity dynamics of PWIs, and helping AA males experience less racial inequity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01