Stop, Drop, or Enroll? How Ability Beliefs Are Associated with College-Going among Black Males

Autor/inn/en	Minor, Kelly A.; Griffin, Charity Brown; Benner, Aprile D.
Titel	Stop, Drop, or Enroll? How Ability Beliefs Are Associated with College-Going among Black Males
Quelle	In: Professional School Counseling, 25 (2021) 1, (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2409
DOI	10.1177/2156759X211040034
Schlagwörter	African American Students; Males; Self Concept; Ability; College Attendance; Disproportionate Representation; Self Efficacy; College Readiness; Expectation; Academic Achievement; Educational Environment; School Counselors; Counselor Role; Teacher Role; Teacher Expectations of Students; Mathematics Tests; Scores; Grade Point Average; Advanced Courses; Socioeconomic Status; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Selbstkonzept; Fähigkeit; Fertigkeit; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Self-efficacy; Selbstwirksamkeit; Expectancy; Erwartung; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School counselor; Beratungslehrer; Pädagogischer Berater; Lehrerrolle; Fortgeschrittenenunterricht; Socio-economic status; Sozioökonomischer Status
Abstract	High educational attainment is associated with beneficial outcomes for both individuals and society; however, Black males are underrepresented among college students. This study drew on a positive youth development (PYD) perspective to investigate the role of academic self-efficacy beliefs (a malleable strength) in predicting academic preparedness (a measure of PYD) and how academic preparedness, in turn, was associated with immediate postsecondary enrollment. We also investigated a school-level measure of climate--academic press--as a moderator. Our study's sample of Black male students was drawn from the Education Longitudinal Study (ELS) of 2002 and used three waves of ELS data. We found significant direct and indirect (through academic preparedness) effects of academic self-efficacy beliefs on college enrollment, and the findings indicated no differences in indirect relationships based on academic press. We discuss recommendations for future studies and the practice of school counseling. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01