Resilience Differences of Black Greek-Lettered Organization Members and African-American Students at Predominately White Institutions

Autor/in	White, Sherra' M.
Titel	Resilience Differences of Black Greek-Lettered Organization Members and African-American Students at Predominately White Institutions
Quelle	(2013), (149 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, East Carolina University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-0882-4
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Resilience (Psychology); College Students; African American Students; Racial Composition; Fraternities; Sororities; Institutional Characteristics; Peer Relationship; Questionnaires; Campuses; Comparative Analysis; Ethnicity; Racial Relations; Anxiety; Undergraduate Students; Self Concept Measures; Student Surveys; Hypothesis Testing; Student Organizations; Predictor Variables; Scores; Measurement; White Students; Disproportionate Representation; African American Organizations; Group Membership; Sociocultural Patterns; Social Structure; Multigroup Ethnic Identity Measure + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Frauengruppe; Peer-Beziehungen; Fragebogen; Ethnizität; Angst; Schülerbefragung; Hypothesenprüfung; Hypothesentest; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Prädiktor; Messverfahren; Gruppenzugehörigkeit; Soziokulturelle Theorie; Sozialstruktur
Abstract	Even though the number of African American students has increased on college campuses, particularly Predominately White Institutions (PWIs), over the last century, they are less likely to graduate than their White counterparts are. They face discrimination, hostile environments, adversity, low or no social or mentoring support, and often feel compelled to validate their intellectual capabilities to White peers in the classroom and on the collegiate campus. The purpose of this study will be to compare resiliency, ethnic identity, race-related stress and educational performance between Black Greek-Letter Organization (BGLO) undergraduate members and African American students attending a Predominately White Institution (PWI). Five questionnaires will be utilized to measure the constructs: Connor-Davidson Resilience Scale (CD-RISC), Multigroup Ethnic Identity Measure-Revised (MEIM-R), College Resilience Questionnaire-Revised (CRQ-R), Index of Race-Related Stress-Brief version (IRRS-B) and a Demographic survey. Based on established theory and previous research, we will test the following hypotheses (1) Higher average student organization hours/per week will predict higher cultural insight/ belonging as measured by the Multigroup Ethnic Identity Measure-Revised (MEIM-R), (2) Higher MEIM-R scores will predict higher resiliency as measured by the Connor-Davidson Resiliency Scale (CD-RISC), (3) Higher Race-Related Stress (Index of Race-Related Stress-Brief: IRRS-B) will predict lower educational resilience scores as measured by the College Resilience Questionnaire-Revised (CRQ), (4) Resilience scores as measured by the CD-RISC will be higher among members of BGLO's than non-members, (5) Educational resilience scores will be higher among members of BGLO's than non-member students as measured by the College Resilience Questionnaire-Revised (CRQ). The results of this study will help answer the important question of determining if positive cultural social structures support African American students' resilience and success in college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01