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African American student achievement and the historically Black University: the role of student engagement

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Abstract

Student engagement is associated with a variety of positive outcomes, including student achievement, satisfaction, and persistence to degree completion. While previous research has demonstrated a positive relationship between student engagement and learning outcomes within individual courses, the literature has yet to investigate this relationship at a historically Black college or university (HBCU). The theory of intercultural effort suggests that minority students must put forth additional effort in to their studies in order to succeed in an academic environment that favors students from the majority race or culture, such as what is commonly observed at predominantly white universities. In contrast, African American students who attend HBCUs may benefit from a campus climate that is sensitive to their needs and culture of origin. Thus, the present study examined the role of student engagement for predicting student achievement among an African American undergraduate sample from a HBCU (N = 241). Using each student’s final grade in a psychology course, a regression model predicted student achievement (R2 = .265, p < .001), and student engagement remained significant over-and-above the effect of student demographic variables. These findings highlight the importance of improving African American students’ perceptions about their ability to succeed academically, suggesting that African American students who consistently put effort in to their course and believed that they could succeed did indeed perform higher than their peers. Other significant predictors of student achievement included student age, gender, and the number of years that they had attended college. Limitations and future directions are discussed.

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  1. Virginia Consortium Program in Clinical Psychology (VCPCP), 555 Park Avenue, MCAR 4th Floor, Norfolk, VA, 23504, USA

    Alexander T. Shappie & Scott M. Debb

  2. Norfolk State University, Norfolk, VA, USA

    Scott M. Debb

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Correspondence to Alexander T. Shappie.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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The datasets generated during and analyzed during the current study are available from the corresponding author upon reasonable request.

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The authors declare that they have no conflict of interest.

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Shappie, A.T., Debb, S.M. African American student achievement and the historically Black University: the role of student engagement. Curr Psychol 38, 1649–1661 (2019). https://doi.org/10.1007/s12144-017-9723-4

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