An examination of standardized tests, religiosity, self-esteem, cultural congruity and campus climate on African American university students' academic success

The purpose of this study was to examine standardized tests, religiosity, self-esteem, cultural congruity and campus climate on African American university students' academic success and identify a model for their academic success. Previous studies identified factors for academic success; however, educators have a limited understanding of African Americans' unique challenges and have not successfully narrowed the academic achievement gap. A model for academic success does not exist for these students, who historically are underrepresented, underserved and underachieve at predominately white institutions (PWIs).;Data was collected from 376 African American undergraduate students, enrolled at five Southern California universities: California State University (CSU) Dominguez Hills, CSU Fullerton, Pepperdine Seaver College, UC Riverside and USC. Students responded to a 79-item web based electronic or paper survey instrument merging five existing surveys that used Likert scale questions, with a Cronbach alpha = .891 for the merged instrument.;The underpinning for the study was Tinto's Theory of Institutional Departure which posits that students who are academically and socially integrated into an institution are less likely to prematurely depart before earning their degree. Students in the study were academically and socially integrated; exhibited above average standardized test scores, cumulative grade point average, attitude towards college, religiosity, self-esteem, cultural congruity and campus climate.;The major findings that encapsulate and answer the study's aims were derived from two multiple linear hierarchical regressions of cognitive and non-cognitive factors, while controlling for students' demographics on GPA and Attitude towards school. The regressions yielded: (a) GPA---a statistically significant relationship with F(20, 206) = 2.718, p < .01 and an overall R2 = .209; the cognitive and non-cognitive factors accounted for DeltaR2 = .047. Major and Religiosity were significant predictors of GPA. Pepperdine, Seaver College exhibited the strongest effect size of f2 =.113, emerging as the model for GPA, and (b) Attitude towards School---a statistically significant relationship with F(20, 204) = 5.095, p < .01 and an overall R2 = .333; the cognitive and non-cognitive factors accounted for DeltaR 2 =.255. Gender, Campus Climate and Cultural Congruity were significant predictors of attitude towards college. CSU Fullerton exhibited the strongest effect size f2 = .404, emerging as the model for attitude towards college. Enhanced future research recommendations are discussed.