Gender differences among African American students in the impact of racial identity on academic psychosocial development

By Kevin Cokley. 2001

86 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e7e151cd095ce1611727f89fbd5d3b69d81f4a92

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Citations in the corpus

The Influence of Racism-Related Stress on the Academic Motivation of Black and Latino/a Students (2010, background): “The evidence is strong that racism on college campuses is having an impact on the academic and psychological well-being of students of color (Cokley, 2001; Jackson et al., 2003; Johnson & Abona, 2006; Lett & Wright, 2003; Lopez, 2005).”
Rural African American Adolescents' Future Orientation: The Importance of Self-Efficacy, Control and Responsibility, and Identity Development (2004, background): “In general, African American girls are more supported within the educational system; therefore, they are more motivated than their male counterparts about being in college (Cokley, 2001).”
Racial Stereotypes and Gender in Context: African Americans at Predominantly Black and Predominantly White Colleges (2004, unknown): “Cokley (2001), in a recent study of African American students at an HBI, found that strong racial group identification was associated with higher academic self-concept for women but not for men.”
Race and Racism in the Experiences of Black Male Resident Assistants at Predominantly White Universities (2011, background): “their intellectual competence as well as White peers who pass them over when selecting group members for collaborative work (Charles, Fischer, Mooney, & Massey, 2009; Cokley, 2003; Fries-Britt, 1997; Harper, 2009a). Consequently, Cokley (2001) reports these experiences oblige many Black male student”
Striving for Success: A Qualitative Exploration of Competing Theories of High-Achieving Black College Students' Academic Motivation (2006, background): “In a comparison of Black and White students, Cokley (2003) found that they were equally intrinsically motivated, but that Black collegians reported higher levels of extrinsic motivation.”
The Role of Ethnic Student Organizations in Fostering African American and Asian American Students' Cultural Adjustment and Membership at Predominantly White Institutions (2008, background): “…organizations in racial/ethnic minority college students’ experiences, scholars have studied minority student involvement and leadership in those organizations (Cokley, 2001; Flowers, 2004; Fries-Britt, 2000; Guiffrida, 2003; Harper, Byars, & Jelke, 2005; Harper & Quaye, 2007; Inkelas, 2004).”