Date Awarded

1995

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

Kathy M. Evans

Abstract

The purpose of the study was to investigate the relationship among self-concept, racial identity development, and perceptions of the graduate and professional educational experience of African American female college students planning to pursue advanced degrees. The researcher explored the relationship among the factors to determine if they were predictive of the pursuit of advanced degrees among African American female college students. The investigation would provide counselors, educators, and administrators with information which could positively impact the enrollment and retention of African American women in advanced degree programs.;A sample of 85 graduating African American female college seniors at a very selective, private, historically Black institution was studied. The institution selected has historically produced a high number of African American female students who pursued advanced degrees upon graduation. Data were gathered utilizing the Tennessee Self-Concept Scale, the BRIAS Social Attitude Scale-Revised, a researcher developed Graduate and Professional School Perception Survey and a demographic questionnaire. The student's plans of pursuit were assessed using five items from the demographic questionnaire (acceptance, attendance, entrance exam, cumulative grade point average, enrollment).;It was hypothesized that (1) a significant relationship existed between self-concept and plans to pursue advanced degrees, (2) a significant relationship existed between racial identity development and plans to pursue advanced degrees, (3) a significant relationship existed between perception of the graduate and professional educational experience and plans to pursue advanced degrees, (4) a significant difference existed between advanced degree program pursued and the three independent variables, and (5) a significant difference existed between definite and tentative plans to pursue groups and the three independent variables.;In general, the results revealed four significant relationships and no significant evidence of discrimination. Significant relationships existed for self-concept (social self-concept) and cumulative grade point average; two measures of racial identity development (pre-encounter and encounter), pre-encounter and acceptance and encounter and enrollment; and the perception of the graduate and professional educational experience and acceptance.;Additional investigations that focus on the complexities of the independent variables with a more diversified sample of African American women may reveal significant findings relating to self-concept, racial identity development, and perceptions of graduate and professional schools.

DOI

https://dx.doi.org/doi:10.25774/w4-5hxn-th95

Rights

© The Author

Download

Share Feedback

Share

COinS