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dc.contributor.authorWyche-Hall, Marla
dc.date.accessioned2011-08-31T16:41:39Z
dc.date.available2011-08-31T16:41:39Z
dc.date.issued2011-08-31
dc.date.submittedJuly 2011
dc.identifier.urihttp://hdl.handle.net/1928/13182
dc.description.abstractThe purpose of this mixed methods research study was to examine the dynamic interaction between the racial and academic identities of African American, undergraduate students who were enrolled full time at an academic institution of higher education that was both a Hispanic-serving institution (HSI) and a predominately White institution (PWI). The two main research questions addressed by this study were: 1. To what extent does the racial identity of African American, undergraduate students shape their expectations and beliefs about succeeding at the higher education level? and 2. What is the relationship between students’ racial identity, selected aspects of their university environment, and students’ interactions with prior environments including their home environment (i.e., family structure and background) with their academic achievement while matriculating towards a bachelor’s degree? Racial identity has been noted as a variable that impacts academic achievement within the realm of higher education for African American, undergraduate students (Sellers, 1998). How does it function in the center of these other potentially important influences on higher levels of academic achievement? In 2010, the African American undergraduate student population that consisted of 647 students at the University of New Mexico (UNM) main campus was invited to participate in a study examining the relationship of Black identity to academic success as college undergraduate students by completing the Multidimensional Inventory of Black Identity (MIBI) online survey. One-hundred and twenty-five students completed a demographic data sheet, along with the MIBI. Upon completion of the survey, participants were asked to consider participating in a one-on-one interview with the researcher to address these issues further. Out of these 125 students, 77 agreed to volunteer for the interview. Semi-structured interviews were conducted with the 15 undergraduate, African American students identified. Despite the limitations of a small sample, this research is a step toward heightening African American students’ critical thought by using their voices as a tool to recommend to university officials ways to review policies regarding the recruitment, retention, and matriculation towards a bachelor’s degree of African American students.en_US
dc.language.isoen_USen_US
dc.subjectAfrican American, Undergraduate Students, Racial Identity, Academic Achievement, Academic Successen_US
dc.subjectfamily involvement, PWIen_US
dc.subject.lcshAfrican Americans--Education (Higher)--New Mexico
dc.subject.lcshAfrican Americans--New Mexico--Race identity
dc.subject.lcshAcademic achievement--Social aspects--New Mexico
dc.subject.lcshUniversity of New Mexico--Undergraduates--Attitudes
dc.titleDemystifying the Lens of Color: Examining the Relationship Between Academic Achievement and Racial Identityen_US
dc.typeDissertationen_US
dc.description.degreeFamily Studiesen_US
dc.description.levelDoctoralen_US
dc.description.departmentUniversity of New Mexico. Division of Individual, Family and Community Educationen_US
dc.description.advisorShipman, Virginia
dc.description.committee-memberHossain, Ziarat
dc.description.committee-memberBorden, Allison
dc.description.committee-memberGrillo, Lisa


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