How Involvement in African American Student Organizations Supports and Hinders Academic Achievement
The perspectives of 84 African American students attending a predominantly White institution (PWI) were qualitatively analyzed to identify the conditions under which African American student organizations were perceived as assets and liabilities to academic success. Results indicate that involvement in African American student organizations can hinder the academic achievement of students who value hierarchical leadership styles, service toward systemic change, and leadership experiences over grades. Implications for advising African American students at PWIs are provided along with suggestions for modifying Astin's (1984) theory of student involvement when applying it to African Americans at PWIs.
Contributor Notes
Douglas Guiffrida is an assistant professor in the Department of Counseling and Human Development at the Margaret Warner Graduate School of Education and Human Development, University of Rochester. He has a PhD in counselor education from Syracuse University and a Master's Degree in student affairs practice from SUNY Plattsburgh. His research focuses on understanding and enhancing the experiences of African American students who attend PWIs. Correspondence concerning this article can be sent by E-mail to Douglas.Guiffrida@Rochester.Edu.
The author thanks Dr. Anne Shelly for her contribution to this study.
