Date of Award

Winter 2000

Document Type


Degree Name

Doctor of Philosophy (PhD)


Urban Services - Urban Education

Committee Director

Maurice R. Berube

Committee Member

Jack E. Robinson

Committee Member

Walter Kimbrough

Committee Member

Petra Snowden

Committee Member

Jane M. Hager


The thrust of this study was to examine the influence of selected noncognitive variables on the academic success of urban Black high school males in an enrichment Pre-College Program. The major research question was: Which of the selected noncognitive variables are most useful in predicting academic success for urban Black high school males?

This study reinvestigated Sedlacek and Brooks' (1976) proposed set of seven noncognitive variables related to academic success: (a) self-concept; (b) realistic self-appraisal; (c) understanding of and ability to deal with racism; (d) preference for long-term goals over more immediate, short-term needs; (e) availability of a strong support person; (f) successful leadership experience; and (g) demonstrated community service.

Participants were 102 urban Black high school males in an enrichment Pre-College Program in six urban school districts located in North Carolina. Of the 102 urban Black high school males, 60 were declared academically successful and 42 were academically nonsuccessful (determined by cumulative grade point average and number of honors/advanced placement courses taken). Pearson Product-Moment Correlations were used to determine the relationship between academic success and the selected noncognitive variables. In addition, a discriminant function analysis was used to determine the overall relationship between the selected noncognitive variables in predicting academic success. The results of the analyses permitted the researcher to conclude that all of the seven noncognitive variables influenced academic success. However, “self-concept”, had the greatest influence followed by “prefers long-term goals to short-term,” “demonstrated community service,” “successful leadership experience,” “understands and deals with racism,” “availability of a strong support person,” and lastly “realistic self-appraisal.” These findings support previous research findings and are consistent with the self-empowerment and resilience theories.


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