Date of Award
EdD Education Leadership, Management and Policy
Education Leadership, Management and Policy
Jason Burns, Ph.D.
Jennifer Timmer, Ph.D.
Brenda Walton, Ed.D.
Self-efficacy, college aspirations, college attendance, socioeconomic status, academic achievement
This study will investigate the relationship between Black males’ self-efficacy, college aspirations, and college attendance. Researchers have examined self-efficacy among racial groups and gender (Richardson et al., 2013). Yet, the researcher is interested in examining factors that relate to Black males aspiring to and attending college and the role of self-efficacy in those relationships. Self-efficacy involves belief in one’s ability to accomplish goals (Bandura, 1997). Self-efficacy helps students see themselves as capable of achieving goals. Students with higher self-efficacy develop action plans to attend college, and students with lower self-efficacy are less likely to develop action plans to attend college.
Data reported from the National Center for Education Statistics (NCES) suggest that fewer Black males enroll in college compared to other racial and gender groups. National statistics for undergraduate enrollment of 18 to 24-year-old students in degree-granting colleges and universities show lower rates of Black males enrolled in college than White males and White, Black, and Hispanic females from 2000 to 2019 (NCES, 2021a).
College offers new opportunities for educational growth and influences generations within families (Pratt et al., 2019). When attending college is not an option for students, there is a potential impact on future career advancement and income potential. College degrees are associated with economic and social stability (Engle, 2007). Economic and social stability leads to quality housing, food security, and jobs with a living wage. This study will address the relationship between Black males’ self-efficacy, college aspirations, and college attendance.
Beale, Shawanda, "Black Males’ Self-efficacy and College Attendance: A Quantitative Study" (2023). Seton Hall University Dissertations and Theses (ETDs). 3072.