How High-Impact Practices Influence Academic Achievement for African American College Students

John A. Gipson; Donald Mitchell

doi:0.15763/issn.2642-2387.2017.3.2.123-144

How High-Impact Practices Influence Academic Achievement for African American College Students

John A. Gipson
, Donald Mitchell

President's Cabinet

Purdue University
Bellarmine University

Producción científica: Article › revisión exhaustiva

Resumen

Utilizing data from seven four-year public institutions in the United States, this study employed chi-square test for independence and a Mann-Whitney U test to examine the relationships between participation in high-impact practices (HIPs) and academic outcomes of undergraduate African American college students. Findings suggest the number of HIPs undergraduate African American students were involved in was associated with academic achievement. Furthermore, associations between HIPs and academic achievement differed based on class standing (i.e., first-year/second-year and junior/senior) and gender. The article closes with implications for practice and future research.

Idioma original	American English
Publicación	Journal Committed to Social Change on Race and Ethnicity
Volumen	3
DOI	https://doi.org/0.15763/issn.2642-2387.2017.3.2.123-144
Estado	Published - 2017

Disciplines

Race, Ethnicity and Post-Colonial Studies
Education
Higher Education

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0.15763/issn.2642-2387.2017.3.2.123-144

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title = "How High-Impact Practices Influence Academic Achievement for African American College Students",

abstract = " Utilizing data from seven four-year public institutions in the United States, this study employed chi-square test for independence and a Mann-Whitney U test to examine the relationships between participation in high-impact practices (HIPs) and academic outcomes of undergraduate African American college students. Findings suggest the number of HIPs undergraduate African American students were involved in was associated with academic achievement. Furthermore, associations between HIPs and academic achievement differed based on class standing (i.e., first-year/second-year and junior/senior) and gender. The article closes with implications for practice and future research.",

author = "Gipson, \{John A.\} and Donald Mitchell",

note = "ACT. (2011). The condition of college career readiness: 2011. Retrieved from http://www.act.org/readiness/2011 Astin, A. W. (1984). Student involvement: A developmental theory of higher education. Journal of College Student Personnel, 25(4), 297-308. Astin, A. W. (1999). Student involvement: A developmental theory of higher education. Journal of College Student Development, 40(5), 518-529. Gipson, J., Mitchell, D., Jr. (2017). High-impact practices and academic achievement for African American college students. emJournal Committed to Social Change on Race and Ethnicity/em, em3/em(2), 124-144.",

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doi = "0.15763/issn.2642-2387.2017.3.2.123-144",

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T1 - How High-Impact Practices Influence Academic Achievement for African American College Students

AU - Gipson, John A.

AU - Mitchell, Donald

N1 - ACT. (2011). The condition of college career readiness: 2011. Retrieved from http://www.act.org/readiness/2011 Astin, A. W. (1984). Student involvement: A developmental theory of higher education. Journal of College Student Personnel, 25(4), 297-308. Astin, A. W. (1999). Student involvement: A developmental theory of higher education. Journal of College Student Development, 40(5), 518-529. Gipson, J., Mitchell, D., Jr. (2017). High-impact practices and academic achievement for African American college students. emJournal Committed to Social Change on Race and Ethnicity/em, em3/em(2), 124-144.

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N2 - Utilizing data from seven four-year public institutions in the United States, this study employed chi-square test for independence and a Mann-Whitney U test to examine the relationships between participation in high-impact practices (HIPs) and academic outcomes of undergraduate African American college students. Findings suggest the number of HIPs undergraduate African American students were involved in was associated with academic achievement. Furthermore, associations between HIPs and academic achievement differed based on class standing (i.e., first-year/second-year and junior/senior) and gender. The article closes with implications for practice and future research.

AB - Utilizing data from seven four-year public institutions in the United States, this study employed chi-square test for independence and a Mann-Whitney U test to examine the relationships between participation in high-impact practices (HIPs) and academic outcomes of undergraduate African American college students. Findings suggest the number of HIPs undergraduate African American students were involved in was associated with academic achievement. Furthermore, associations between HIPs and academic achievement differed based on class standing (i.e., first-year/second-year and junior/senior) and gender. The article closes with implications for practice and future research.

U2 - 0.15763/issn.2642-2387.2017.3.2.123-144

DO - 0.15763/issn.2642-2387.2017.3.2.123-144

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