An Investigation into Self-Efficacy and Academically Successful Minority Students Honors Thesis
Data from the National Center for Education Statistics have indicated that minority students have the fewest conferred degrees in the United States (Snyder, 2016). A review of the literature has attributed this phenomenon to various factors, including socioeconomic status (Harvey, 2016), parents' education level (Faye Carter, 2006) and lack of cultural congruity with the institution (Edman, 2008; Tierney, 1999; Trueba,1988). Ofcourse, there are minority students who defy the statistics and have achieved academic success. Other research has suggested that self-efficacy may be key to such success. The purpose of this study was to determine which factors are correlated with a strong sense of self-efficacy in academically successful minority students. This research utilized semi-structured interviews with 10 minority students at Bridgewater State University. The result found four key factors that help foster a sense of self efficacy; personal triumph, overcoming personal adversity, social observation and positive affirmation. The results of this study will help support the implementation of evidence-based practices to support minority students who experience academic challenges.
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Original document was submitted as an Honors Program requirement. Copyright is held by the author.
Clerge, Julie. (2019). An Investigation into Self-Efficacy and Academically Successful Minority Students Honors Thesis. In BSU Honors Program Theses and Projects. Item 360. Available at: https://vc.bridgew.edu/honors_proj/360
Copyright © 2019 Julie Clerge