Thesis (Ed. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains vi, 183 p. : ill., map. Includes abstract. Includes bibliographical references (p. 152-160).

Thesis (Ed.D.)--Liberty University, 2010. / This study was conducted to investigate the impact on academic achievement that high school athletics had on African-American male students who participated in high school athletics against African-American male students who did not participate in high school athletics during the 2008-2009 school year. The results were measured by grade point averages (GPAs) and surveys developed by the researcher. The purpose of this study was to determine whether or not African-American males that participated in high school athletics showed higher academic achievement than African-American males that did not participate in high school athletics. The study also assessed attitudes about the relation between academic achievement and sports participation, using survey results from African-American male student-athletes and their parents. The results of this study indicated that high school athletics do not have a significant impact on the academic achievement of African-American males. Results of this study indicated that (a) sports participation can both negatively and positively impact academic achievement and (b) coaches' encouragement should be considered an important resource for influencing the academic aspirations of African-American male student-athletes. Suggestions for continued research are included within this study. Includes bibliographical references.

Thesis (Ed. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Carolyn Riehl; submitted to the School of Education. Includes bibliographical references (p. 184-198)

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Christopher J. McCarthy and Joshua M. Aronson. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Ceola Baber, Jewell Cooper; submitted to the School of Education. Includes bibliographical references (p. 148-164).

The “Black-White” achievement gap, in which some African American students show lower academic achievement than their White American counterparts, has received increased empirical attention. Classism has rarely been explored in psychological research as a significant contextual factor for understanding African American college students’ academic performance. Previous research shows that academic self-concept (ASC) is an attitudinal construct which consistently predicts African American college students’ grade point averages (GPA). A wealth of previous research also suggests that college student’s social class background and experiences with classism significantly influence students’ academic attitudes and performance. With this empirical and theoretical backing, a hierarchal regression analysis was run to test experiences with classism (EWC) as a moderator of the effects of academic self-concept on GPA for a sample of 124 cisgender, heterosexual African American students at SIUC, a predominantly white institution (PWI). Thus, the present study was conducted to test the hypothesis that African American college students’ levels of experience with classism would significantly moderate the effects of students’ ASC on their GPA. Results of the regression analysis showed that EWC did not significantly moderate the effects of ASC on GPA. An alternative mediation model was also tested, and showed that EWC did not mediate the relationship between ASC and GPA. Potential explanations for the results are provided, as well as limitations, and implications. Although the findings were not significant, the results of the present study call for future research to explicitly explore the influence of social class on psychological experiences, especially as it intersects with marginalized identities in the U.S. Overall, as African Americans’ and college students’ academic experiences are both greatly influenced by social class and classism, the academic achievement of African American and White American students should be discussed in the context of systems of oppression in which their achievements occur.

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