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Factors Reported by Racial and Ethnic Minority College Graduates as Contributing to Their Overcoming the Academic Achievement Gap

Mason-Bennett, Lori
http://rave.ohiolink.edu/etdc/view?acc_num=xavier1585589320079249

Abstract Details

2020, Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, Leadership Studies and Human Resource Development.
This study examined perceptions of successful racial and ethnic minority college graduates on social media regarding factors contributing to their academic success and overcoming the academic achievement gap; a total of 228 racial and ethnic minority participants completed an anonymous survey. The survey was framed by Harper’s (2012) Anti-Deficit Achievement Framework. Further, through the lens of Social Cognitive Career Theory ([SCCT]; Lent, Brown & Hackett, 1994), the study investigated whether perceived outcomes differ depending on participants’ personal backgrounds such as gender, race, and educational attainment. As factors related to academic achievement gap, the study yielded those who experienced the achievement gap are significantly more likely to be a first-generation college student, had lower socioeconomic status, found K-12 school agents’ support as significant contributions, and were more likely to utilize campus resources. In light of seeking opportunities to overcome the academic achievement gap, minority participants were likely to hire a private tutor, and change majors. Further, they perceived that “self-motivation” and “hard-working” were the most important attitudes to improve academic performance. Significant differences in participants’ perceptions emerged depending on participants’ personal backgrounds. Regarding self-motivation, those with bachelor’s, master’s, and doctoral degrees were significantly more likely to perceive self-motivation as the most important factor compared to those with associate or other specialist degrees. Compared to female participants, male participants' perceived hard working was the most important factor. Those with a higher education degree were more likely to perceive the degree of parental support as an important opportunity to overcome the academic achievement gap compared to their counterparts with a lower education level. Low-income participants perceived the importance of K-12 school agents more than middle- and high-income participants. The study provided evidence of the existence of a relationship between a range of variables and reduction in the academic achievement gap by demonstrating how racial/ethnic minority students can be successful by being self-motivated, working hard, and seeking a range of opportunities in pursuing a college degree and preparing for career readiness as a college graduate.
Ahlam Lee, Ph.D. (Committee Chair)
Gail F. Latta, Ph.D. (Committee Member)
Karen Bankston, Ph.D., R.N., FACHE, FAAN (Committee Member)
107 p.
African Americans; Higher Education
Academic achievement gap; minorities; African Americans; college graduates; higher education

Recommended Citations

Citations

  • Mason-Bennett, L. (2020). Factors Reported by Racial and Ethnic Minority College Graduates as Contributing to Their Overcoming the Academic Achievement Gap [Doctoral dissertation, Xavier University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1585589320079249

    APA Style (7th edition)

  • Mason-Bennett, Lori. Factors Reported by Racial and Ethnic Minority College Graduates as Contributing to Their Overcoming the Academic Achievement Gap. 2020. Xavier University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=xavier1585589320079249.

    MLA Style (8th edition)

  • Mason-Bennett, Lori. "Factors Reported by Racial and Ethnic Minority College Graduates as Contributing to Their Overcoming the Academic Achievement Gap." Doctoral dissertation, Xavier University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1585589320079249

    Chicago Manual of Style (17th edition)

xavier1585589320079249
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This open access ETD is published by Xavier University Leadership Studies and Human Resource Development and OhioLINK.