How High-Impact Practices Influence Academic Achievement for African American College Students
Document Type
Article
Publication Title
Journal Committed to Social Change on Race and Ethnicity
Publication Date
2017
School
Annsley Frazier Thornton School of Education
Department
Department of Education
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.
Recommended Citation
Gipson, J., & Mitchell, D., Jr. (2017). How high-impact practices influence academic achievement for African American college students. Journal Committed to Social Change on Race and Ethnicity, 3(2), 124-144.