What Do We Know about the Motivation of African American Students? Challenging the "Anti-Intellectual" Myth.

By Kevin Cokley. 2003

207 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/08a82d5af9c5b9031a2d923cb1c6f7c9680fff24

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Influence of Racism-Related Stress on the Academic Motivation of Black and Latino/a Students (2010, background): “Working within communities, especially with young children of color, to prevent academic disidentification and low selfefficacy is an excellent place to start (Cokley, 2002; 2003).”
Race and Racism in the Experiences of Black Male Resident Assistants at Predominantly White Universities (2011, background): “…the participants immunity from the racist stereotypes that have been reported in other research on Black students in general (Charles et al., 2009; Cokley, 2003; Fries-Britt & Griffin, 2007; Fries-Britt & Turner, 2001; Solórzano et al., 2000; Steele & Aronson, 1995; Swim et al., 2003), and Black…”
Striving for Success: A Qualitative Exploration of Competing Theories of High-Achieving Black College Students' Academic Motivation (2006, background): “…different types of motivation are placed on a scale from the most intrinsic, where decisions are made based on personal choice and locus of causality is internalized, to most extrinsic, where decisions are made based on compliance and locus of causality is external (Cokley, 2003; Deci et al.).”
The Role of Racial Identity, Academic Self-Concept, and Self-Esteem in the Prediction of Academic Outcomes for African American Students (2007, background): “…© 2007 The Association of Black Psychologists evidence, factors believed to contribute to the lower levels of academic achievement of African American students include oppositional identity, “acting White” (Fordham & Ogbu, 1986), and general anti-intellectualism (Cokley, 2003).”
Black Male College Achievers and Resistant Responses to Racist Stereotypes at Predominantly White Colleges and Universities (2015, unknown): “…2001; Parham & McDavis, 1987; White & Cones, 1999) and on predominantly White college and university campuses in particular (Bonner & Bailey, 2006; Cokley, 2003; Cuyjet, 2006; Davis, 1999; Fries-Britt, 1997; Harper, 2009; Harper et al., 2011; Harper & Nichols, 2008; Smith, Allen, & Danley, 2007).”
In Defense of Quantitative Methods: Using the “Master’s Tools” to Promote Social Justice (2013, methodology): “This was the context in which Cokley (2003) wrote the article.”
Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools (2008, methodology): “While applying SDT to academic motivation, intrinsic motivation and extrinsic motivation are the two primary types of motivated academic behavior (Cokley, 2003).”
A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement Among African American Adolescents (2011, unknown): “While notions of African American students devaluing academic success remain popular, studies have found that African American students do not devalue academic success and school more than European American students (Cokley, 2003; Major & Schmader, 1998).”
Individual and Social Factors Related to Urban African American Adolescents' School Performance (2008, unknown): “This awareness can have an effect on the self-concepts of African American children, thus having an effect on their school performance (Cokley, 2003).”