Understanding Success: New Paper Highlights Internal and External Predictors of Academic Success Among African American Students
Corbin-Thaddies, C. (2024). Examining academic success factors among African American/Black male students: Comprehensive analysis of internal attributes and external conditions [White paper]. Keiser University.
Introduction
The study addresses a significant gap in educational research by focusing on success factors rather than deficit perspectives. Corbin-Thaddies (2024) employs a phenomenological approach to investigate how personal characteristics and environmental influences combine to support academic achievement among African American male students. The research is particularly timely given persistent educational disparities and the need for evidence-based interventions.
Methods and Results
The investigation utilized a qualitative phenomenological methodology to capture lived experiences of high-achieving African American male students. Through thematic analysis, several key factors emerged as critical to academic success.
Internal Factors
The study identified personal agency and self-efficacy as fundamental internal attributes. Students who demonstrated strong belief in their abilities to influence outcomes showed greater academic persistence. Self-identity and cultural awareness emerged as protective factors against stereotype threat, with students who maintained strong cultural connections showing enhanced resilience.
External Factors
The research revealed that effective teacher practices, particularly those incorporating culturally responsive pedagogy, played a crucial role in student success. Supportive school environments that fostered safety, inclusion, and cultural affirmation were found to be essential. Additionally, strong parent-school partnerships and community engagement emerged as vital support mechanisms.
Discussion
The findings underscore the complex interplay between individual characteristics and environmental supports. Corbin-Thaddies emphasizes that academic success results from both personal determination and systemic support. The study challenges deficit narratives by highlighting how culturally affirming relationships, leadership opportunities, and peer support networks contribute to academic achievement.
Implications for Mentoring Programs
The research suggests several key considerations for developing effective mentoring initiatives. Mentoring programs should incorporate cultural competency training for mentors, establish clear academic goals aligned with students’ aspirations, and maintain consistent long-term support. Programs should also focus on building networks of peer support while fostering strong connections with families and community organizations.
