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Chapter 4 The Relationship Between Academic Self-Concept and Career Self-Efficacy Among African-American Males in STEM Disciplines at Two Historically Black Colleges and Universities: An Exploratory Study

Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields

ISBN: 978-1-78052-168-8, eISBN: 978-1-78052-183-1

ISSN: 1479-3644

Publication date: 23 September 2011

Abstract

Academic self-concept refers to an individual's view of themselves in relation to school and their academic performance. For several years, researchers have examined the structure and components of academic self-concept (K. Cokley, 2002a; Guay, Larose, & Boivin, 2004; Marsh, Byrne, & Shavelson, 1988; McCoach, 2002). A considerable segment of this research has shown that academic self-concept is related to students' educational outcomes (Byrne, 1984; House, 2000). For example, House (2000) reported correlation coefficients demonstrating the relationship between academic self-concept and college students' participation in academic activities. Also, Komarraju, Musulkin, and Bhattacharya (2010) examined the influence of student–faculty experiences on students' academic self-concepts and found a positive relationship indicating that meaningful interactions with faculty may encourage the development of academic self-concept.

Citation

Flowers, L.A., Moore, J.L., Flowers, L.O. and Clarke, M.J. (2011), "Chapter 4 The Relationship Between Academic Self-Concept and Career Self-Efficacy Among African-American Males in STEM Disciplines at Two Historically Black Colleges and Universities: An Exploratory Study", Frierson, H.T. and Tate, W.F. (Ed.) Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields (Diversity in Higher Education, Vol. 11), Emerald Group Publishing Limited, Bingley, pp. 73-83. https://doi.org/10.1108/S1479-3644(2011)0000011008

Publisher

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Emerald Group Publishing Limited

Copyright © 2011, Emerald Group Publishing Limited