The Influence of Friendship Groups on Intellectual Self-Confidence and Educational Aspirations in College
By A. Antonio. 2004
208 citations recorded by the source corpus.
Subfields: Demography, Leadership and Management, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/8a11a19cf878887f46d3d8221edc332ce2712385
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In Demography
In Leadership and Management
In Sociology and Political Science
- U. Jayakumar
- Nolan L. Cabrera
- Stephen R. Porter
- Victor B. Sáenz
- Irenee R. Beattie
- M. Thiele
- Nicholas A. Bowman
- N. Denson
Citations in the corpus
- Stories of Success: Experiences of American Indian Students in a Peer-Mentoring Retention Program (2007, unknown): “Antonio (2004) stated that peer factors that influence students’ intellectual self-confidence and degree aspirations operate differently by race. It seems that students of color are validated by interacting closely with other non-White students. Students of color reframe their psyche “in a nonWhite ”
- INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT (2006, background): “College peers have been shown, for example, to affect intellectual self-confidence and degree aspirations (Antonio, 2004), interracial interaction and diversity related activities (Antonio, 2001; Milem, Umbach, and Liang, 2004), and self-reported learning (Lundberg, 2003).”
- Predicting transition and adjustment to college: biomedical and behavioral science aspirants’ and minority students’ first year of college (2007, background): “Antonio (2004) found that a racially diverse friendship group and a high level of intellectual self-confidence in the immediate peer group are associated with increases in the intellectual self-concept of URM”
- Can Higher Education Meet the Needs of an Increasingly Diverse and Global Society? Campus Diversity and Cross-Cultural Workforce Competencies (2008, background): “…1993b; Chang, 1996; Milem, 1994); civic values or interest (Chang et al., 2004; Gurin et al., 2002); academic and social self-concept (Chang, 1999; Gurin et al., 2002); complex thinking (Antonio et al., 2004); and cognitive development (Astin, 1993a, 1993b; Gurin et al., 2002; Hurtado, 2001).”
- Connecting in Class? College Class Size and Inequality in Academic Social Capital (2016, background): “Given that racial segregation continues on university campuses (Lewis, 2012) and that peer groups exert a heavy influence on student outcomes (Antonio, 2004; Astin, 1993), additional research is needed to explore these issues.”