Date of Award
Fall 12-1-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership
First Advisor
Terry McDaniel
Second Advisor
Bradley Balch
Third Advisor
Gwendolyn Kelley
Abstract
The purpose of this study is to investigate the individual and school level precollege factors, including student engagement levels, associated with high achieving African American graduates of varied high school types to ascertain whether a relationship/pattern emerges that provides a profile and helps to explain the interactions between multiple levels of ecological factors that impact academic success in high school and expected level of engagement in college. The Beginning College Survey of Student Engagement (BCSSE) instrument was used to consider self-reporting archival data of high-performing African American students as a means of gathering the voices of students. BCSSE instruments from 2016–2018 were selected, because the instrument contains questions specific to behavioral, emotional, and cognitive factors believed to impact student engagement of high school students. The findings of this quantitative study indicate that high school learning strategies and expected level of engagement with college faculty were significant predictors of student certainty that they would persist in the face of academic adversity (Academic Perseverance). Additionally, high school learning strategies were found to be a significant predictor of student perception of their academic preparation (Academic Preparation). Student expected level of engagement with college faculty was found to be a significant predictor of student-rated importance that the institution provides a challenging and supportive environment (Importance of Campus Environment). Surprisingly, no significant differences were found in the means of BCSSE scales when comparing students by education level of their parents, high school types, and the number iv of close friends planning to attend the same university. Implications for practice and suggestions for future research are considered.
Recommended Citation
Ward-Holloway, Zoretta, "Why Am I the Only Black Student? An Examination of the Expected Level of Engagement at Indiana Universities for High Achieving African American Students Based on Precollege Factors" (2024). All-Inclusive List of Electronic Theses and Dissertations. 3148.
https://scholars.indianastate.edu/etds/3148
Included in
Higher Education Commons, Race and Ethnicity Commons, School Psychology Commons, Social and Philosophical Foundations of Education Commons
