| The purpose of this study was to examine an American social system; namely, the academic community and factors that motivate African Americans to pursue higher education. The study utilized questionnaires administered to three different groups: teachers/counselors, students, and parents in the Fresno, California, area. The study examined the role of the school, administrators, teachers, students, and parents and the influence each plays in African American students successfully completing a college education.;The methodological framework applied three specific written questionnaires using a quantitative design and the Likert scale. Conclusions follow each specific survey, indicating results from grouping several similar variables. These variables reflect three areas of interest listed after each survey as Factors 1, 2, and 3.;The findings supported the researcher's notion that the importance of the partnerships between the school, administrators, teachers, students, and parents plays a significant role in how students and parents view the academic community. The results indicated the need for change at the institutional, personal, or combined levels of educators. Teachers need sensitivity training and cultural responsiveness training; they need to understand the need of the student's dominant culture and how its beliefs and attitudes affect the successful outcome of the student. Students need early encouragement to develop self-efficacy, level of motivation, and encouragement to accept the idea that they can successfully complete a higher education. Parents need to be educated regarding the impact they have on the successful outcome of the academic, social, and financial outcome of their child or children's lives. They need to feel that the school is a warm and responsive environment and feel that their opinions are not only asked for but are respected and given due consideration in developing their child or children's academic program. |
