The Mediating and Moderating Role of Student-professor Interaction on the Relationship Between Cultural Mistrust and Academic Self-concept Among African American College Students

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ISBN 13 :
Total Pages : 140 pages
Book Rating : 4.:/5 (891 download)

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Book Synopsis The Mediating and Moderating Role of Student-professor Interaction on the Relationship Between Cultural Mistrust and Academic Self-concept Among African American College Students by : Brettjet Lyn Cody

Download or read book The Mediating and Moderating Role of Student-professor Interaction on the Relationship Between Cultural Mistrust and Academic Self-concept Among African American College Students written by Brettjet Lyn Cody and published by . This book was released on 2014 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates that cultural mistrust can have negative impact on academic attitudes and outcomes for Black American students. However, few studies have specifically investigated the role that cultural mistrust has on student's academic self-concept, or perceptions of their academic abilities. Further, no study has explored to what degree student's perceptions of interpersonal relationships with faculty can impact the link between cultural mistrust and academic outcomes. The purpose of the present study was to investigate the impact of cultural mistrust in education and training and interpersonal relationships on academic self-concept in a population of undergraduate Black American students enrolled at a predominately white university. Secondarily, the study sought to examine whether aspects of student-professor interaction, specifically faculty approachability, caring attitude, and connection, mediate or moderate the effect of cultural mistrust on academic self-concept. Results of this study show that faculty approachability and caring attitude mediate the effect of the interpersonal relationships sub domain on academic self-concept. Student-professor interaction did not moderate the relationship between cultural mistrust and academic self-concept. Results support the need to facilitate and encourage positive student-faculty interactions with Black American university students. Perhaps mentoring initiatives could aim to foster positive interactions with students and promote the recruitment and retention efforts of African American faculty members.

The Role of Teacher Mistrust and Parental Racial Socialization on Academic Disidentification in African American Male College Students

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ISBN 13 :
Total Pages : 160 pages
Book Rating : 4.:/5 (819 download)

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Book Synopsis The Role of Teacher Mistrust and Parental Racial Socialization on Academic Disidentification in African American Male College Students by : Shannon Elizabeth McClain

Download or read book The Role of Teacher Mistrust and Parental Racial Socialization on Academic Disidentification in African American Male College Students written by Shannon Elizabeth McClain and published by . This book was released on 2012 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The academic achievement gap is one of the most important areas of inquiry in education today. Racial-ethnic disparities in achievement continue to be persistent at every level--including post-secondary education. Research suggests African American males are particularly likely to disidentify with academics, resulting in a lack of a significant relation between academic self-concept and academic outcomes. Research has found a relationship between racial-ethnic messages that parents give to their children and academic achievement. Further, the student's gender may impact the types of parental messages given. Multiple regression statistical analysis will be used to determine if the relation between academic self-concept and GPA is moderated by parental racial-ethnic socialization, teacher mistrust, and gender.

The Correlation Between Academic Self-concept, Student-faculty Interactions, and Class Status Among African American and Caucasian Students at Humboldt State University

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ISBN 13 :
Total Pages : 134 pages
Book Rating : 4.:/5 (884 download)

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Book Synopsis The Correlation Between Academic Self-concept, Student-faculty Interactions, and Class Status Among African American and Caucasian Students at Humboldt State University by : Autumn Sharice Fannin

Download or read book The Correlation Between Academic Self-concept, Student-faculty Interactions, and Class Status Among African American and Caucasian Students at Humboldt State University written by Autumn Sharice Fannin and published by . This book was released on 2014 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American college students continue to experience challenges both academically and personally at predominantly White colleges and universities. Predominantly White Colleges and Historically Black Colleges and have been the focus of prior research to examine various factors relating to academic self-concept. However, results consistently elucidate that African American college students have a lower academic self-concept when compared with their White counterparts (Cokley, 2000). Using a sample of African American and Caucasian college students at Humboldt State University, the current study will examine academic self-concept, student-faculty interactions, and class status among these students. Students will complete the Academic Self-Concept Scale (Reynolds, 1988), Campus Connectedness Scale (Lee & Davis, 2000), and specific questions relating to the quality and frequency of student-faculty interactions. The results of this study may provide information for predominantly White universities to reform their approaches to education and personal development in order to effectively assist African American students and other minority students with achieving academic success.

University Type as a Moderator Between Cultural Mistrust, University Comfort, and Help-seeking Attitudes Among African American College Students

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ISBN 13 :
Total Pages : 112 pages
Book Rating : 4.:/5 (742 download)

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Book Synopsis University Type as a Moderator Between Cultural Mistrust, University Comfort, and Help-seeking Attitudes Among African American College Students by : Bianca Joanvye Jones

Download or read book University Type as a Moderator Between Cultural Mistrust, University Comfort, and Help-seeking Attitudes Among African American College Students written by Bianca Joanvye Jones and published by . This book was released on 2011 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: This proposed study will explore how university racial composition impacts the relationship between cultural mistrust, campus comfort, and help-seeking attitudes in a sample of African American college students. A moderated hierarchical regression will be conducted to determine if the cultural and contextual variables predict a significant amount of variance in help-seeking attitudes, and to discover if the variables' interaction with university type significantly increased the amount of explained variance. The results will demonstrate how one's comfort in the university environment and degree of trust in the majority group can contribute to seeking psychological services. Counseling and university policy implications will be delineated from the results. Limitations will also be discussed.

Cultural Mistrust, Self -Efficacy, and Outcome Expectations as Predictors of Academic and Psychosocial Adjustment for African -American College Students at Predominantly White Universities

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (931 download)

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Book Synopsis Cultural Mistrust, Self -Efficacy, and Outcome Expectations as Predictors of Academic and Psychosocial Adjustment for African -American College Students at Predominantly White Universities by :

Download or read book Cultural Mistrust, Self -Efficacy, and Outcome Expectations as Predictors of Academic and Psychosocial Adjustment for African -American College Students at Predominantly White Universities written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Examining Psychosociocultural Influences, Student-professor Interactions, Racial Identity and Resilience as Predictors of Academic Self-concept and Academic Achivement of Black Collegians

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ISBN 13 :
Total Pages : 458 pages
Book Rating : 4.:/5 (928 download)

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Book Synopsis Examining Psychosociocultural Influences, Student-professor Interactions, Racial Identity and Resilience as Predictors of Academic Self-concept and Academic Achivement of Black Collegians by : Samuel T. Beasley

Download or read book Examining Psychosociocultural Influences, Student-professor Interactions, Racial Identity and Resilience as Predictors of Academic Self-concept and Academic Achivement of Black Collegians written by Samuel T. Beasley and published by . This book was released on 2015 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores how perceptions of the university environment, cultural congruity, student-faculty interactions, racial identity and resilience affect academic outcomes among Black collegians attending historically White postsecondary institutions. Prior scholarship has traditionally focused on standardized measures when assessing academic outcomes among Black college students. In contrast, contextual variables have been given minimal scholarly attention. Using Pearson's correlations and hierarchical multiple regression, this study examines how perceptions of the university environment, cultural congruity, student-faculty interactions, racial identity and resilience influence academic achievement and academic self-concept among Black college students. The sample consisted of 253 Black college students (88 men, 165 women) recruited from historically White postsecondary institutions. Results revealed academic self-concept, resilience (via academic engagement) and racial centrality were significantly correlated with cumulative GPA. Using hierarchical multiple regression, academic engagement and racial centrality predicted a small but significant increase in variance of cumulative GPA above and beyond academic self-concept. Additionally, correlational analyses revealed psychosociocultural influences, student-faculty interactions, and resilience were significantly correlated with academic self-concept. Hierarchical multiple regression found that racial identity, psychosociocultural influences, student-faculty interactions and resilience each accounted for significant variance in explaining academic self-concept. These findings suggest the need to begin developing a more integrated model that incorporates how race (racial centrality), space (perceptions of the university environment, student-faculty interactions), place (cultural congruity) and pace (resilience via academic and social engagement) influence the outcomes of Black collegians attending historically White educational institutions. Implications of these findings for university faculty, student affairs professionals and mental health professionals are identified.

Faculty/student Interaction in an Undergraduate Research Program

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ISBN 13 :
Total Pages : 584 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Faculty/student Interaction in an Undergraduate Research Program by : Sarah Lee Swager

Download or read book Faculty/student Interaction in an Undergraduate Research Program written by Sarah Lee Swager and published by . This book was released on 1997 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Cultural Mistrust, University Alienation, Academic Self-efficacy and Academic Help Seeking in African American College Students

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ISBN 13 :
Total Pages : 204 pages
Book Rating : 4.:/5 (523 download)

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Book Synopsis Cultural Mistrust, University Alienation, Academic Self-efficacy and Academic Help Seeking in African American College Students by : Eric Eugene Lee

Download or read book Cultural Mistrust, University Alienation, Academic Self-efficacy and Academic Help Seeking in African American College Students written by Eric Eugene Lee and published by . This book was released on 2003 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Dissertation Abstracts International

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ISBN 13 :
Total Pages : 620 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2003 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.

Academic Desidentification in African American College Students

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ISBN 13 :
Total Pages : 438 pages
Book Rating : 4.:/5 (89 download)

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Book Synopsis Academic Desidentification in African American College Students by : Shannon Elizabeth McClain

Download or read book Academic Desidentification in African American College Students written by Shannon Elizabeth McClain and published by . This book was released on 2014 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore whether academic disidentification (i.e., the relation between ASC and GPA), differed based on students' gender and reported level of parental racial-ethnic socialization and teacher trust. This study was exploratory in nature, as few researchers have examined the relation between parental racial-ethnic socialization and academic outcomes or the relation between teacher trust and academic outcomes. Secondary goals of this study included and examination of (1) the relation between racial socialization and academic outcomes, (2) the relation between teacher trust and academic outcomes, (3) the relation between parenting constructs (i.e., racial socialization and parental warmth) and teacher trust, and (4) the role of parental warmth as a variable that potentially buffers negative child outcomes or enhances positive child outcomes. Participants included 319 African American students (120 males, 199 females) recruited from a large, southwestern, predominantly white university. Results indicated the presence of academic disidentification as unique to upperclassmen males (i.e., the relation between ASC and GPA was significant for females and underclassmen males, but not upperclassmen males). Parental messages of promotion of mistrust were found to significantly moderate the relation between ASC and GPA. Further, in examining the influence of the combination of teacher trust x sex on the relation between ASC and GPA, a significant three-way interaction was present. Teacher trust was also found to be a significant predictor of GPA, with gender significantly moderating this relation. Gender differences were present for teacher trust, but there were not differences between underclassmen and upperclassmen. Racial socialization variables were not found to significantly predict GPA. However, two types of racial socialization (promotion of mistrust and egalitarianism) and parental warmth were found to be significant predictors of teacher trust. Theoretical and practical implications of these findings are discussed.

The Therapy Hour in Black and White

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ISBN 13 :
Total Pages : 172 pages
Book Rating : 4.:/5 (858 download)

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Book Synopsis The Therapy Hour in Black and White by : Andrea Chantal Holman

Download or read book The Therapy Hour in Black and White written by Andrea Chantal Holman and published by . This book was released on 2013 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored interpersonal trust, racial identity, perceived racism, and religious orientation as predictors of preference for a Black counselor and cultural mistrust. The unique variance of interpersonal trust and cultural mistrust in predicting preference for a Black counselor was also explored. The relationship between cultural mistrust and interpersonal trust was tested to determine whether or not they are independent constructs. This study also examined the relationship between racial identity and religious orientation. Gender differences in religious orientation, cultural mistrust and preference for a Black counselor were examined. Previous studies provide support that cultural mistrust contributes to negative help-seeking attitudes and underutilization of mental health services. Researchers have identified racial identity and perceived racism as correlates to and/or predictors of cultural mistrust and preference for a Black counselor (Whaley, 2001). This study involved participants recruited in part from the Educational Psychology (EDP) Subject Pool at The University of Texas at Austin (UT). Participants were also recruited from five student organizations at UT. Participants completed the survey using an online survey tool or a paper copy of the survey. One stratum was used for selection of participants: students who racially identify as African-American or Black. Results of the study revealed interpersonal trust as a significant predictor of preference for a Black counselor. However, exploratory analyses indicated that cultural mistrust served as the sole predictor of Black counselor preference when seeking a counselor for dealing with racial concerns. Interpersonal trust, immersion-emersion anti-white racial identity attitudes (IEAW) and extrinsic religious orientation were significant predictors of cultural mistrust. Results also indicated a positive relationship between Internalization Multiculturalist (IMCI) racial identity attitudes and intrinsic religious orientation. A negative correlation was found to exist between intrinsic religious orientation and IEAW. High cultural mistrust levels were also positively associated with high IEAW attitudes. Additionally, a small, yet statistically significant negative relationship was found to exist between cultural mistrust and interpersonal trust. Cultural mistrust did not account for a significant amount of variance above that of interpersonal trust in predicting preference for a Black counselor. Finally, no mean sex differences were found among levels of Black counselor preference, cultural mistrust, and intrinsic or extrinsic religious orientation. Exploratory analyses also revealed a positive relationship between cultural mistrust and seven out of ten scenarios for Black counselor preference. Individuals with a preference for a Black counselor reported higher levels of cultural mistrust related to issues concerning: excessive worry/anxiety, drinking too much alcohol/using drugs, relationship problems, feelings of harassment/feeling threatened, sexual issues, racial issues, and difficulty controlling anger. Results of the study bear implications for understanding cultural mistrust and interpersonal trust as it relates to counselor preference. Implications for counselors are also discussed regarding the intersection of racial and religious identities. Limitations and future directions for research are also discussed.

What Keeps Black Students Thriving?

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ISBN 13 :
Total Pages : 164 pages
Book Rating : 4.:/5 (699 download)

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Book Synopsis What Keeps Black Students Thriving? by : Stephanie L. Jones

Download or read book What Keeps Black Students Thriving? written by Stephanie L. Jones and published by . This book was released on 2010 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Class and Race in The College Classroom

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ISBN 13 :
Total Pages : 262 pages
Book Rating : 4.:/5 (129 download)

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Book Synopsis Class and Race in The College Classroom by : Kaitlin N. S. Newhouse

Download or read book Class and Race in The College Classroom written by Kaitlin N. S. Newhouse and published by . This book was released on 2021 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last four decades, access to higher education for poor and working-class students has increased though social class disparities remain across many key higher education outcomes. To identify strategies and interventions that might support poor and working-class students, it is necessary to better understand the nature of poor and working-class college students' experiences. The purpose of this study was to explore the role of student-faculty interaction-a practice that has been linked to positive social and academic outcomes in the literature for more than half a century-in the cognitive skills development of poor and working-class college students. Further, as existing literature commonly treats all poor and working-class students as a monolith, this study also sought to explore how the relationship between student-faculty interaction and students' cognitive skills development was moderated by race. Using responses of poor and working-class students who participated in the 2018 administration of the Student Experience in the Research University (SERU) survey distributed to 19 large public research institutions in the United States (N=30,689), this study first examined rates of different types of student-faculty interaction and how these frequencies differed by race/ethnicity, gender, and academic major. Then, drawing from college impact theories, Bourdieu's forms of capital, and informed by critical race theories of education, this study used structural equation modeling to test the relationships between student background characteristics, student-faculty interaction, and students' self-rated cognitive skills. Results indicated that there were gender, racial/ethnic, and academic major differences in the rates of interacting with faculty, but that interacting with faculty was positively associated with poor and working-class students' self-rated cognitive skills regardless of race/ethnicity. Overall, these findings suggest the benefits and importance of interacting with faculty for poor and working-class students. However, the variation in the salient variables associated with more frequent student-faculty interaction points to key student populations (e.g., poor and working-class Women of Color, first-generation students, first and second-year students, first-time students) that student affairs practitioners and faculty might focus on as they seek to develop programs, initiatives, and opportunities for students to build relationships and networks of faculty.

Cultural Mistrust, Self Efficacy, and Outcome Expectations as Predictors of Academic and Psychosocial Adjustment for African American Students at a Predominantly White University

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ISBN 13 :
Total Pages : 148 pages
Book Rating : 4.:/5 (527 download)

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Book Synopsis Cultural Mistrust, Self Efficacy, and Outcome Expectations as Predictors of Academic and Psychosocial Adjustment for African American Students at a Predominantly White University by : Tyronn John Bell

Download or read book Cultural Mistrust, Self Efficacy, and Outcome Expectations as Predictors of Academic and Psychosocial Adjustment for African American Students at a Predominantly White University written by Tyronn John Bell and published by . This book was released on 2003 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Exploring the Role of African-American Student-faculty/staff Interactions in a Community College Setting

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ISBN 13 :
Total Pages : 169 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Exploring the Role of African-American Student-faculty/staff Interactions in a Community College Setting by : Yolanda Isaacs

Download or read book Exploring the Role of African-American Student-faculty/staff Interactions in a Community College Setting written by Yolanda Isaacs and published by . This book was released on 2011 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: African-American students are enrolling in four-year universities and community colleges in the hope of receiving a degree; however, their rate of degree attainment at the latter institutions in particular continues to be troubling. Although community colleges are making efforts to improve the graduation rates of African-American students, more institutional strategies are needed to address this concern. The purpose of the study was to explore how the role of African-American faculty and staff can affect the success of African-American students in a community college setting. The researcher investigated African-American students' perceptions and experiences regarding how African-American faculty and staff members have influenced them to continue their education. Using a phenomenological research method, the researcher listened to the stories of seven African-American students regarding how their interactions with African-American faculty and staff members encouraged them to persist in college. The themes that emerged included (1) race and shared experiences matter; (2) the role of surrogate parents; (3) "a place like home"; (4) interpersonal communicative connection; (5) the importance of role models and visualizing success; and (6) interactions provide motivation. African-American faculty/staff-student interactions were viewed as essential to supporting the student participants' academic and personal goals as community college students.

The Effects of Cultural Mistrust and Exposure to Culturally Responsive Treatment on Utilization Attitudes and Intentions Among African American College Students

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ISBN 13 :
Total Pages : 140 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis The Effects of Cultural Mistrust and Exposure to Culturally Responsive Treatment on Utilization Attitudes and Intentions Among African American College Students by : Randolph T. Brooks

Download or read book The Effects of Cultural Mistrust and Exposure to Culturally Responsive Treatment on Utilization Attitudes and Intentions Among African American College Students written by Randolph T. Brooks and published by . This book was released on 2016 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Exploring the Moderating Effects of Racial/Ethnic Socialization, Academic Motivation and African American Identity on the Relation Between Microaggressions and Mattering of African American Students at Predominantly White Institutions

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ISBN 13 : 9780438295452
Total Pages : 0 pages
Book Rating : 4.2/5 (954 download)

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Book Synopsis Exploring the Moderating Effects of Racial/Ethnic Socialization, Academic Motivation and African American Identity on the Relation Between Microaggressions and Mattering of African American Students at Predominantly White Institutions by : Lawrence Joseph Chatters

Download or read book Exploring the Moderating Effects of Racial/Ethnic Socialization, Academic Motivation and African American Identity on the Relation Between Microaggressions and Mattering of African American Students at Predominantly White Institutions written by Lawrence Joseph Chatters and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: African Americans remain underrepresented in higher education (Thompson, Gorin, & Chen, 2006) and experience subtle forms of racism called microaggressions (Sue et. al, 2007). The impact of microaggressions in post-secondary institutions may manifest in the achievement gaps that exist between African American and White people; moreover, they may influence the inequitable treatment of African American students by staff, teaching assistants and faculty (Ancis, Sedlacek, & Mohr, 2000; Becker & Luther, 2002). 108 African American undergraduate students at three Predominantly White Institutions (PWIs) participated. The current study employed an online survey to explore relationships of microaggressions, racial/ethnic socialization, African American racial identity, academic motivation, and mattering of African American students at PWIs, including moderating relationships. Generally, results demonstrated the following significant relationships: experiences of microaggressions were negatively related to a sense of belonging on campus and the belief that instructors were invested in their success; feeling valued on campus was significantly related to experiences of microaggressions; receiving racial stereotype messages about the cynicism of white people was negatively related to the perception that they mattered to instructors; receiving messages of racial protection and cultural insight was positively related to experiences of microaggressions. There were a number of significant relationships between mattering and intrinsic and extrinsic academic motivation. Of particular interest was a negative relationship between amotivation, mattering to instructors, and students perception that they do not belong on campus. Intrinsic motivation to experience stimulation was positively related to microaggresisons. Students' belief that others on campus regarded their culture positively was negatively associated with microaggressions Students' highly held regard for their African descent was positively associated with microaggressions. Moreover, Black Identity Nationalist Ideology significantly moderated the negative relationship between microaggresisons and mattering to instructors. The findings of the current study are an important contribution to the existing literature regarding the experiences of African American college students at PWIs. Recommendations based on the results of the current study are provided for administrators and clinicians who work with African American college students.