CULTURE COUNTS: IMPROVING NON-COGNITIVE ASSESSMENT FOR PREDICTING RETENTION AND ACADEMIC SUCCESS IN A SAMPLE OF AFRICAN AMERICAN COLLEGE STUDENTS

The aim of the current study was to explore the effects of non-cognitive variables in predicting GPA, institutional commitment, and retention in a sample of African American college students. Specifically, the researcher examined the validity in measuring and utilizing culture specific factors in identifying and intervening with first-year college students. Participants were given measures of positive self-concept, cultural mistrust, cultural congruity, managing discrimination, seeking help, educational value, and financial preparation in addition to a standard measure of non-cognitive predictors. Additionally, participants received one of three interventions (waitlist-control, academic advising, and culturally infused academic advising) with the intent to improve non-cognitive functioning. Analyses of the results suggest that cultural components significantly impact student performance and institutional commitment. No evidence was found to support a change in retention. Implications of these finding and limitations to this study are discussed.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Campus Only Dissertation

Discipline thesis:degree_discipline

Psychology

Year

2010

Author dc:creator

• Caldwell, Taisha L.

Contributors dc:contributor

• Komarraju, Meera

• Achievement Motivation
• African American
• Assessment
• College Retention
• Cultural Mistrust
• Education

Repository record dc:identifier

https://opensiuc.lib.siu.edu/dissertations/219

OAI identifier oai:identifier

oai:opensiuc.lib.siu.edu:dissertations-1219