Oates, Gary L.
The Color of the Undergraduate Experience and the Black Self-Concept: Evidence from Longitudinal Data
Bowling Green State University
Long-term implications of the racial composition of undergraduate colleges for African-Americans' self-esteem and self-efficacy.
Journal Name or Institutional Affiliation:
Social Psychology Quarterly
Vol.67, No.1, pp. 16-32
- Results reaffirm the status of the self as a social product and contextual consonance as one of its important determinants.
- African American racially consonant college experiences seem to increase self-esteem , but not self-efficacy.
- In their status as 'frog ponds' racially consonant colleges may nurture both Black's self-esteem and their self-efficacy.
- As contexts the capacity of racially consonant colleges to nurture Blacks' self-efficacy in particular appears to be limited.
- Higher pre-college self-esteem and self-efficacy translate into more privileged socioeconomic circumstances.
Journal Article Empirical Research
Attitudes, College, Context, Non Academic Outcomes, Racial Composition, Self-Esteem
Method of Analysis:
Structural Equation Modeling
Unit of Analysis:
- Data from National Longitudinal Study of the High School Class of 1972 from all public and private schools.
- That contained 12th grades during 1971-1972 school year National Center Educational Statistics 1994).
- Analysis is restricted to 607 Black participants who had attended a four year institution of higher learning by 1986.
- Variables: Socioeconomic background, Gender, Standardized Test Scores, High school's college placement record, Southern Origin, Self-esteem, Self-efficacy, College black percentage, College selectivity, Post-college socioeconomic attainment, post-college self-esteem, post-college self-efficacy