Discipline: Social, Behavioral, and Economic Sciences
Subcategory: Social Sciences/Psychology/Economics
Room: Exhibit Hall A
Kenton McNeal - Morehouse College
Academic self-concept refers to an individuals’ knowledge and perceptions about themselves in achievement situations (Bong & Skaalavik, 2003). Recently, researchers have placed an emphasis on studying the behaviors of students and how they identify, particularly African American students who are underrepresented across most disciplines. The relationship between academic self-concept and student?s major is understudied among African American undergraduates at Historically Black Colleges & Universities (HBCUs). The present study intends to investigate the relationship between student’s declared majors and their reports of academic self-concept. Participants will be drawn from a sample of undergraduate STEM and non-STEM majors from a historically black college or university (HBCU). We expect STEM majors to report lower levels of academic self-concept as STEM curriculum is extensive and as it requires a comprehensive review of content knowledge coupled with necessary STEM skills be successful. In contrast, non-STEM majors are expected to report high levels of academic self-concept. Surveys will be distributed to STEM (N = 100) and non-STEM students (N = 100). Participants will complete the 40-item academic self-concept scale (Reynolds, 1980) and complete a demographic questionnaire. Preliminary analysis will involve conducting an independent t-test to evaluate the differences between STEM and non-STEM majors reports of academic self-concept. Implications will be discussed concerning how academic self-concept plays a factor in the rate of students graduating with STEM degrees. References: Bong & Skaalavik (2003) Academic Self-Concept and Self-Efficacy: How Different Are They Really Educational Psychology Review 15(1), pp 1-40; Perna, L., Lundy-Wagner, V., Drezner, N. D., Gasman, M., Yoon, S., Bose, E., & Gary, S. (2009). The contribution of HBCUs to the preparation of African American women for STEM careers: A case study. Research in Higher Education, 50(1), 1-23.
Funder Acknowledgement(s): I would like to thank the HBCU STEM-US center and my mentors M. Newell and B. Chambers for supporting me in my research. I would also like to thank Dr. Muldrow for the opportunity to work within the center and conduct meaningful research.
Faculty Advisor: Lycurgus Muldrow, Lycurgus.email@example.com
Role: I created the research rationale, administered the survey and analyzed the data.