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Theses and Dissertations - Department of Educational Studies in Psychology, Research Methodology, and Counseling

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Browsing Theses and Dissertations - Department of Educational Studies in Psychology, Research Methodology, and Counseling by Subject "African American studies"

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    Racial distancing and sensitivity to stigmatization among future black professionals
    (University of Alabama Libraries, 2018) Carter, Coddy; McKnight, Utz Lars; University of Alabama Tuscaloosa
    Professional occupations requiring higher education have long been paths to upward mobility for Black people in the United States. This mobility has historically been tied to both social and economic advancement. Whether advancement was subjective or objective, there was some form of distancing from the broader Black community. The three studies of the present dissertation used national and regional samples to test the problem of whether future Black professionals endorsed racial distancing behaviors. Results showed that racial distancing was composed of economic and social components. Moreover, high levels of Black social interactions and high ratings of emotional bonds to the Black community were negative determinants of the social distance defined as group distancing. High levels of emotional bonds alone were negative determinants of economic distancing. Characteristics of high racial distancing included discomfort in Black social spaces and a desire to turn one’s back on the Black community for advancement. Though racial distancing was present, approximately 73 percent of the national sample was low in economic and group distancing. In examining reasons for racial distancing, the regional sample results showed that a majority of respondents were highly sensitive to racial stigmatization whether or not they were from racially diverse communities or predominantly Black spaces. Racial distancing was observed in a small minority of the regional sample, indicated by a low desire to be identified by race in college and job applications.
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    The role of social identity in the academic experiences of African American college students
    (University of Alabama Libraries, 2021) Barnes, Kristoni Tierra; Guyotte, Kelly W.; Wang, Yurou; University of Alabama Tuscaloosa
    When it comes to who is responsible for the academic gap, there is significant debate. Based upon the literature, both the psychological and social factors that made up and maintain a society should be held accountable. Social identity theory and self-determination theory provide conceptual frameworks to explore perceptions and experiences related to social identity and academic achievements among undergraduate college students enrolled at a historically White institution. Together these theories consider the influence social identity has on African American students’ academic experiences and motives to achieve academically. The purpose of this study is to explore perceptions and experiences related to social identity and academic achievement among undergraduate African American college students enrolled at a historically White institution. Seven volunteers who met the selection criteria participated in this study. For this particular qualitative research project, I utilized an approach called qualitative interviewing. There were a total of 6 demographic questions and 8 primary interview study questions. Findings from this study add to the paradigm shift of African American students being aware of the stereotypes affiliated with African American students and using the pressures of disproving stereotypes as motivation to achieve academically.