This study developed and validated a measure of Locus of Control in university students. Tertiary academic locus of control is the general expectancy that university students have regarding their ability to change their academic outcomes. Students who have an internal academic locus of control expect that their own efforts, skill, or luck will…

Since the 1940's, the United States has opened its doors for international students to study and gain knowledge and skills within its borders. However, there are considerable concerns about the integration of these international students and their participation in the classroom. Most international students hail from different cultural and social…

This study explored how social integration of African immigrants in the Louisville metropolitan area of Kentucky could be a factor in the academic achievements of their children. It involved critically investigating how the process of their adjustments as immigrants might have been shaped by various personal and environmental factors such as…

Examines individual, family, and community factors identified in the literature as affecting achievement, attainment, and aspiration among African-American youth in junior and senior high school. In considering the complex interactions between achievement and attainment, it is necessary to review ways that achievement is measured and the…

This paper provides a critical analysis of African American adolescents who achieve academically and explores the coping strategies these individuals employ to achieve academic success. It is hypothesized that African American adolescents achieve because they possess intrinsic values such as persistence and patience, or perhaps they are socialized…

Debate about the relative influence of class and of race on the condition of blacks in the United States is relevant to the issue of the educational achievement of black youth. Neither race nor class, but culture is most likely to affect black children's behavior in schools and, as well, the school's response to black children. The emphasis blacks…

Through naturalistic inquiry, the study reported in this book sought to determine the inner qualities that compel some black males to persist and overcome adversity, while others of their socioeconomic class quit and fail. The research was designed to identify the factors that led to the successful achievement of African American male students at…

A study examined the academic success and retention of 442 first-year, African-American college students at a historically Black, private, liberal arts college. During their first week on campus, students were surveyed about their preparation and readiness for college. Stepwise regression analysis found that both cognitive and noncognitive…

A much better understanding of the ability of some minority students at predominantly White post-secondary institutions to effectively adapt to the academic demands of their campus climates is essential to the success of policies designed to enhance learning for the increasingly diverse student populations. This study investigated influences of…

The importance of selected social integration variables in the persistence of Black male students on the campuses of Predominantly White Institutions (PWIs) is investigated. This review attempts to develop a method for generally classifying the wide variety of research that investigates the persistence of Black male students attending PWIs. It has…

It appears that the ability of Black children to survive in the present educational system requires a reserved, detached manner, a clever and discerning awareness that permits them to handle the people within the environment, and the ability to obey and conform to the expectations encountered. (Author/GC)

Reports on a study of resilience leading to academic success among 20 African American urban disadvantaged high school seniors. Data suggest their success was largely due to supportive family, interaction with concerned educators, and the development of the personality traits of perseverance and optimism. (SLD)

Examined the relationship of cognitive and personality variables to achievement in 49 Black junior high school students. Results showed a higher achievement motivation for males. Neither personality nor social reinforcement showed much predictive value. The relationship between achievement motive and academic measures was not significant. (JAC)

Emphasizes that college admissions criteria based on test scores that tend to be correlated with socioeconomic status are biased against racial/ethnic minorities. Suggests that alternative criteria might consider students' personality traits. (Author/MJL)

This study investigated the relationship between temperament and cognitive modifiability with 92 academically successful but disadvantaged Black South African adolescents. The Task Orientation and Personal-Social Flexibility temperament dimensions were directly related to learning, academic performance, and cognitive change. (Author/DB)