What Do We Know about the Motivation of African American Students ? Challenging the "Anti-Intellectual" Myth

Harvard Educational Review

Volumn 73, Issue 4, 2003, Pages

  Cokley, Kevin O ^a  

^a SOUTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0348222294     PISSN: 00178055     EISSN: None     Source Type: Journal    
DOI: 10.17763/haer.73.4.3618644850123376     Document Type: Article

References (59)

1. Allen, W. R. (1988). Black students in U.S. higher education: Toward improved access, adjustment, and achievement. Urban Review, 20, 165-188.
2. Allen, W. R. (1992). The color of success: African-American college student outcomes at predominantly White and historically Black public colleges and universities. Harvard Educational Review, 62, 26-44.
3. Allen, W. R., Epp, E. G., & Haniff, N. Z. (Eds.). (1991). College in Black and White: African American students in predominantly White and in historically Black public universities. Albany: State University of New York Press.
4. Bachman, J. G., & O'Malley, P. M. (1984). Black-White differences in self-esteem: Are they affected by response style? American Journal of Sociology, 90, 624-639.
5. Banks, W., McQuater, G., & Hubbard, J. (1977). Task-liking and intrinsic-extrinsic achievement orientations in Black adolescents. Journal of Black Psychology, 3, 61-71.
6. Bentler, P. M., & Chou, C. (1987). Practical issues in structural modeling. Sociological Methods and Research, 16, 78-117.
7. Bentler, P. M. (1995). EQS: Structural equations program manual Encino, CA: Multivariate Software.
8. Benware, C., & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755-765.
9. Bohr, L., Pascarella, E. T., Nora, A., & Terenzini, P. T. (1995). Do Black students learn more at historically black or predominantly White colleges? Journal of College Student Development, 36, 75-85.
10. Bong, M. (1996), Problems in academic motivation research and advantages and disadvantages of their solutions. Contemporary Educational Psychology, 21, 149-165.
11. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Thousand Oaks, CA: Sage.
12. Carlson, C., Uppal, S., & Prosser, E. (2000). Ethnic differences in processes contributing to the self-esteem of early adolescent girls. Journal of Early Adolescence, 20, 44-67.
13. Cokley, K. (2000a). An investigation of academic self-concept and its relationship to academic achievement in African American college students. Journal of Black Psychology, 26, 148-164.
14. Cokley, K. (2000b). Perceived faculty encouragement and its influence on college students. Journal of College Student Development, 41, 348-352.
15. Cokley, K. (2001a). Does the racial composition of college influence African American students' academic motivation? Unpublished manuscript.
16. Cokley, K. (2001b). Gender differences among African American students in the impact of racial identity on academic psychosocial development. Journal of College Student Development, 42, 480-487.
17. Cokley, K. (2002). Ethnicity, gender, and academic self-concept: A preliminary examination of academic disidentification and implications for psychologists. Cultural Diversity and Ethnic Minority Psychology, 8, 378-338.
18. Cokley, K., Bernard, N., Cunningham, D., & Motoike, J. (2001). A psychometric investigation of the Academic Motivation Scale using a United States sample. Measurement and Evaluation in Counseling and Development Journal, 34, 109-119.
19. Cokley, K., Komarraju, M., King, A., Cunningham, D., & Muhammad, G. (2003.) Ethnic differences in the measurement of academic self-concept in a sample of African American and European American college students. Educational and Psychological Measurement Journal, 63, 707-722.
20. Davis, J. E. (1994). College in Black and White: Campus environment and academic achievement of African American males. Journal of Negro Education, 63, 620-633.
21. deCharms, R. (1968). Personal causation: The internal affective determinants of behavior. New York: Academic Press.
22. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
23. Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults' orientation toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642-650.
24. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
25. DeSousa, D. J., & Kuh, G. D. (1996). Does institutional racial composition make a difference in what Black students gain from college? Journal of College Student Development, 37, 257-267.
26. Fleming, J. (1984). Blacks in college. San Francisco: Jossey-Bass.
27. Ford, D. Y. (1996). Reversing underachievement among gifted Black students: Promising practices and programs. New York: Teachers College Press.
28. Fordham, S. (1988). Racelessness as a factor in Black students' school success: Pragmatic strategy or Pyrrhic victory? Harvard Educational Review, 58, 54- 84.
29. Fordham, S., & Ogbu, J. (1986). Black students' school success: Coping with the "burden of 'acting White.'" Urban Review, 18, 176-206.
30. Frucon, V. G., & Cook, G. L. (1994). Further research on the accuracy of students' self-reported grade point averages, SAT scores, and course grades. Perceptual and Motor Skills, 79, 743-746.
31. Graham, S. (1994). Motivation in African Americans. Review of Educational Research, 64, 55-117.
32. Graham, S. (1997). Using attribution theory to understand social and academic motivation in African American youth. Educational Psychologist, 32, 21-34.
33. Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 63-84). New York: Macmillan Library Reference USA.
34. Gray-Little, B., & Hafdahl, A. R. (2000). Factors influencing racial comparisons of self-esteem: A quantitative review. Psychological Bulletin, 126, 26-54.
35. Gurin, P. (1971). Motivation and aspirations of southern Negro college youth. American Journal of Sociology, 75, 607-631.
36. Gurin, P., & Epps, E. G. (1975). Black consciousness, identity and achievement: A study of students in historically Black colleges. New York: Wiley Press.
37. Kaplan, A., & Maehr, M. (2000). Enhancing the motivation of African American students: An achievement goal theory perspective. Journal of Negro Education, 68, 23-41.
38. Lent, R. W., Brown, S. D., & Gore, P. A. (1997). Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44, 307-315.
39. McWhorter, J. (2000). Losing the race: Self-sabotage in Black America. New York: Free Press.
40. Majors, R., & Billson, J. (1992). Cool pose: The dilemmas of Black manhood in America. New York: Lexington.
41. Nettles, M. (Ed.). (1988). Toward Black undergraduate student equality in American higher education. Westport, CT: Greenwood Press.
42. Perry, T., Steele, C., & Hilliard, A. (2003). Young, gifted, and Black: Promoting high achievement among African American students. Boston: Beacon Press.
43. Reynolds, W. M. (1988). Measurement of academic self-concept in college students. Journal of Personality Assessment, 52, 223-240.
44. Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
45. Schumacker, R. E., & Lomax, R. G. (1996). A beginner's guide to structural equation modeling. Mahway, NJ: Lawrence Erlbaum.
46. Sellers, R. M., Chavous, T. M., & Cooke, D. Y. (1998). Racial ideology and racial centrality as predictors of African American college students' academic performance. Journal of Black Psychology, 24, 8-27.
47. Spencer, M. B., Noll, E., Stoltzfus, J., & Harpalani, V. (2001). Identity and school adjustment: Revisiting the "acting White" assumption. Educational Psychologist, 36, 21-30.
48. Steele, C. (1992, April). Race and the schooling of Black Americans. Atlantic Monthly, pp. 68-78.
49. Steiger, J. H., & Lind, J. C. (1980). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the Psychonomic Society, Iowa City, IA.
50. Vallerand, R. J., Blais, M. R., Briere, N. M., & Pelletier, L. G. (1989). Construction et validation de l'Echelle de Motivation en Education [Construction and validation of the Academic Motivation Scale]. Canadian Journal of Behavioral Sciences, 21, 323-349.
51. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017.
52. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53, 159-172.
53. van Laar, C. (2000). The paradox of low academic achievement but high self-esteem in African American students: An attributional account. Educational Psychology Review, 12, 33-60.
54. Vital signs: The current state of African Americans in higher education. (2002). Journal of Blacks in Higher Education, 37, 77-87.
55. Watson, L., & Kuh, G. (1996). The influence of dominant race environments on student involvement, perceptions, and educational gains: A look at historically Black and predominantly White liberal arts institutions. Journal of College Student Development, 37, 415-423.
56. Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.
57. Weiner, B. (1995). Judgments of responsibility: A foundation for a theory of social conduct. New York: Guilford.
58. Witherspoon, K. M., Speight, S. L., & Thomas, A. J. (1997). Racial identity attitudes, school achievement, and academic self-efficacy among African American high school students. Journal of Black Psychology, 23, 344-357.
59. Zimmerman, M. A., Caldwell, C. H., & Bernat, D. H. (2002). Discrepancy between self-report and school-record grade point average: Correlates with psychosocial outcomes among African American Adolescents. Journal of Applied Social Psychology, 32, 86-109.