Striving for Success: A Qualitative Exploration of Competing Theories of High-Achieving Black College Students' Academic Motivation

By Kimberly A. Griffin. 2006

168 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/19092f863e8b7a1406bce89bba5976be3881f286

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Robert T. Palmer
2. Ryan J. Davis
3. A. Hilton
4. Catherine Samuelson
5. Jacob N. Sneva
6. Amy L. Reynolds
7. Elizabeth Litzler
8. Brett D. Jones

In Experimental and Cognitive Psychology

1. Jacob N. Sneva
2. Amy L. Reynolds
3. Brett D. Jones
4. Shaun R. Harper
5. G. Beehler

In Social Psychology

1. Ryan J. Davis
2. Robert T. Palmer
3. A. Hilton
4. Jacob N. Sneva
5. Amy L. Reynolds
6. Elizabeth Litzler
7. Brett D. Jones
8. Shaun R. Harper

Citations in the corpus

• Black Male College Achievers and Resistant Responses to Racist Stereotypes at Predominantly White Colleges and Universities (2015, unknown): “Numerous researchers have called attention to the underrepresentation, social isolation, cultural incongruence, academic hurdles, and racism that Black students endure on predominantly White campuses (Allen, 1992; D’Augelli & Hershberger, 1993; Feagin, Vera, & Imani, 1996; Fleming, 1984; Fries-Britt”
• Exploring Challenges That Threaten to Impede the Academic Success of Academically Underprepared Black Males at an HBCU (2009, background): “, Griffin, K. A., & Wolf, D. S. (2007). Historically Black colleges and universities: Honoring the past, engaging the present, touching the future.”
• Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender (2014, background): “For example, Griffin (2006) suggests that African American high-achieving students have a high sense of self-efficacy and draw on mostly internal sources of motivation for their academic effort.”
• The Influence of Racism-Related Stress on the Academic Motivation of Black and Latino/a Students (2010, background): “This study adds to the research that highlights the effect of motivation, academic and social engagement, and other social cognitive variables on the success of college students of color (Carlson, 2001; Cokley, 2003; Griffin, 2006).”
• Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. (2009, background): “…highly correlated in some contexts (e.g., Kaufman & Dodge, 2009), that more than one component can be used to explain a student’s motivation (e.g., Griffin, 2006; Walker, Greene, & Mansell, 2006), and that the components can work together to produce higher levels of motivation than when…”
• Peer Support for African American Male College Achievement: Beyond Internalized Racism and the Burden of “Acting White” (2006, background): “…researchers have examined the experiences of academically talented African American college students in general (Fries-Britt, 1998, 2002, 2004; FriesBritt & Turner, 2001, 2002; Griffin, 2006) and male high-achievers specifically (Bonner, 2001; Fries-Britt, 1997; Harper, 2004, 2005a, 2005b, 2006b).”