Gender and Academic Self-Efficacy at a Historically Black College

• In Event: Roundtable Session 2
  In Roundtable Session: A Focus on Historically Black Colleges and Universities

Abstract

General academic self-efficacy was examined by gender in a causal comparative research design within a Historically Black College (HBCU) population. A total of 94 randomly selected college students (47 males and 47 females) completed the Academic Self-Efficacy Survey (ASES) which was developed based on Bandura’s Social Cognitive Theory. T-Tests for Independent Samples were conducted and SPSS was used to analyze these data. Results, unlike earlier literature, suggest that performance accomplishments were not a strong source of academic self-efficacy for this group of students. However, having models of success were important sources for academic self-efficacy. Recommendations were made for college/ university student and faculty engagement.

Author

• Douglas M. Butler, Prairie View A&M University