ABSTRACT Title of Dissertation: EXPLORING THE RELATIONSHIP BETWEEN PERSONAL MOTIVATION, PERSISTENCE, AND RESILIENCE AND THEIR EFFECTS ON ACADEMIC ACHIEVEMENT AMONG DIFFERENT GROUPS OF AFRICAN-AMERICAN MALES IN HIGH SCHOOLS Linda Delois Salley, Doctor of Education, 2005 Dissertation directed by: Dr. Thomas D. Weible, Professor This study investigated the extent to which differences in motivation, persistence, and resilience exist among academically achieving African-American males enrolled in high school in a mid-Atlantic suburban public school system. The research questions sought to identify quantitative and qualitative variables that might contribute to academic success. The two groups of participants in this study were tenth and eleventh grade African-American males enrolled in the general curriculum or in honors and/or advanced placement classes. All participants were maintaining a 2.5 grade point average and all high schools in the district were represented in the study. The Achievement Motivation Profile instrument was administered to 140 academically achieving African-American males. Ten percent of the sample population responded to twelve interview questions. The study tested three research hypotheses: (1) there are no statistically significant differences in the mean levels of motivation between two groups of African-American males with different academic achievement records; (2) there are no statistically significant differences in the mean levels of persistence between two groups of African-American males with different academic achievement records; (3) There are no statistically significant differences in the mean levels of resilience between two groups of African-American males with different academic achievement records. T-tests and analysis of variance were used to make comparisons between the two groups. Findings from the current study revealed no statistically significant differences in means in motivation, persistence and resilience. Four themes emerged from the interviews of African-American males enrolled in honors or advanced placement high school classes. These themes were: (1) determined and persistent parental engagement; (2) setting limits and discipline; (3) child-focused love, support, communication and modeling; and (4) community connectedness and resources. Suggestions are made to replicate the study in an urban setting, again using African-American male honors and general curriculum students; to replicate the study in a rural area where three groups of African-American male students are identified: honors, general, and a group who are performing poorly in the general curriculum.; and to replicate the study using African-American females as the subjects in a similar environment. Additionally, it is important to continue searching the literature for an instrument more sensitive to differences between levels of motivation, persistence and resilience than the Achievement Motivation Profile. EXPLORING THE RELATIONSHIP BETWEEN PERSONAL MOTIVATION, PERSISTENCE, AND RESILIENCE AND THEIR EFFECTS ON ACADEMIC ACHIEVEMENT AMONG DIFFERENT GROUPS OF AFRICAN-AMERICAN MALES IN HIGH SCHOOLS by Linda Delois Salley Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Doctor of Education 2005 Advisory Committee: Professor Thomas D. Weible, Chairperson/Advisor Professor Gilbert R. Austin Professor Francine Hultgren Professor Martin Johnson Associate Professor Hanne Mawhinney  Copyright by Linda Delois Salley 2005 DEDICATION This dissertation, which is the culmination of many hours spent in study, is dedicated with love to my family, especially my nieces, Tonya, Siobhan, and Michelle, and my nephew, Juwan. I love you so very much! Thanks, Mom and Dad, for the gift of life and unwavering love and support. To Dean, Celestine, and Christine, thanks for being in my corner. Thanks for the joy and the personal growing opportunities. To all in my extended family and circle of friends, I thank you. To God be the glory. Great things He has done! ii ACKNOWLEDGMENTS First and foremost, I offer praise and thanksgiving to the Creator from whom all blessings flow. I gratefully acknowledge the contributions of several individuals who, by their assistance and encouragement, helped me to make this educational journey a reality. I am deeply appreciative and indebted to my advisor and chairperson, Dr. Thomas Weible, who believed in the value of this work, for the hours spent guiding the completion of this dissertation, and for his willingness to serve as my advisor. Dr. Weible, your sensitive attention to cognitive and non-cognitive occurrences is immeasurable. I also extend appreciation to the members of my advisory committee: Dr. Gilbert Austin, Dr. Francine Hultgren, Dr. Martin Johnson, and Dr. Hanne Mawhinney, for their scholarship, insights, and thoughtful guidance. I thank you for your timely and constructive comments and suggestions. You have given generously of your time and advice in a warm, caring environment that "lit the fire of personal motivation, persistence, and resilience to birthing this dissertation." To all middle school and high school students, teachers, and parents in the public school system who participated in this study, I extend sincere appreciation. A special thanks is extended to one principal, one vice-principal, two teachers, and one director who went the "extra mile" to assist me in gaining the cooperation of the students and parents needed to complete this study: Mrs. Jervic Petty, Mrs. Crystal Benson, Mr. Phillipe Avery, Ms. Linda Burney, and my very special friend, Dr. Minnie Reynolds, director of minority achievement and multicultural education. Finally, very special thanks to my immediate family and extended family. iii TABLE OF CONTENTS List of Tables ...................................................................................................... vii Chapter I BACKGROUND AND INTRODUCTION .......................... 1 Statement of the Problem ................................................................ 8 Research Questions ......................................................................... 8 Conceptual Framework ................................................................... 11 Significance of the Study ................................................................ 15 Definition of Terms ......................................................................... 18 Organization of the Study ............................................................... 18 Limitations of the Study.................................................................. 19 Chapter II LITERATURE REVIEW ...................................................... 21 Introduction ..................................................................................... 21 The "At-Risk" Population ............................................................... 23 Characteristics of "At-Risk" Students.................................... 26 Summary of "At-Risk" Students............................................ 33 Motivation of African-American Males.......................................... 37 Persistence ....................................................................................... 45 Introduction............................................................................ 45 Elements of Persistence ......................................................... 47 Resilience ........................................................................................ 54 Background............................................................................ 54 Elements of Resilience .......................................................... 59 Chapter III METHODOLOGY ................................................................ 67 Background ..................................................................................... 67 Statement of the Problem ................................................................ 68 Research Questions ......................................................................... 69 Statistical Hypotheses ..................................................................... 69 Population and Purposive Sample................................................... 70 Quantitative Design......................................................................... 70 Instrumentation................................................................................ 71 Standardization of the AMP............................................................ 75 Statistical Analysis .......................................................................... 80 Qualitative Design........................................................................... 80 Chapter IV FINDINGS............................................................................. 84 Introduction ..................................................................................... 84 Statement of the Problem ................................................................ 86 iv Procedures ....................................................................................... 86 Description of Survey Instrument.......................................... 88 Description of Interview Instrument...................................... 89 Collecting Data................................................................................ 89 Analysis of Data .............................................................................. 90 Survey Findings............................................................................... 95 Research Question 1 .............................................................. 95 Statistical Hypothesis 1.......................................................... 95 Research Question 2 .............................................................. 96 Statistical Hypothesis 2.......................................................... 96 Research Question 3 .............................................................. 98 Statistical Hypothesis 3.......................................................... 98 Interview Findings........................................................................... 102 Research Question 4 .............................................................. 102 Interview Questions - Motivation.......................................... 102 Interview Questions - Persistence.......................................... 107 Interview Questions - Resilience ........................................... 111 Chapter V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS....................................................... 122 Introduction ..................................................................................... 122 Overview ......................................................................................... 122 Statement of the Problem ................................................................ 124 Summary of Findings for the Survey .............................................. 124 Research Question 1 .............................................................. 124 Research Question 2 .............................................................. 125 Research Question 3 .............................................................. 125 Conclusions Based on Survey Results ............................................ 126 Interview Findings........................................................................... 126 Research Question 4 .............................................................. 127 Interview Questions - Motivation.......................................... 127 Interview Questions - Persistence.......................................... 127 Interview Questions - Resilience ........................................... 128 Interview Conclusions..................................................................... 128 Determined and Persistent Parental Engagement .................. 129 Setting Limits and Discipline ................................................ 130 Child-focused Love, Support, Communication and Modeling................................................................................ 131 Community Connectedness and Resources ........................... 132 Recommendations for Further Research ......................................... 133 v Appendix A Permission from the Division of Research and Assessment ............................................................................ 135 Appendix B Permission from the Human Subjects Review Committee.... 140 Appendix C Permission from the Parents of the Study Students............... 143 Appendix D AMP Answer Sheet Sample .................................................. 145 Appendix E Interview Questions ............................................................... 148 References ......................................................................................................... 153 vi LIST OF TABLES 1. Percentage of Persons Age 25 and Above by Years of School Completed, Race/Ethnicity, and Gender ......................................... 10 2. Inter-Scale Correlations for AMP ................................................... 76 3. Two-Month Test-Retest Reliabilities for AMP Scales for a Canadian High School Sample........................................................ 77 4. Internal Consistency Estimates for AMP Scales............................. 78 5. Average AMP t-Scores for White and Black Students in the Standardization Sample................................................................... 79 6. Internal Consistency Estimates for AMP Scales for Honors and General Students ............................................................................. 92 7. Honors Students' Inter-scale Correlations for AMP........................ 93 8. General Students' Inter-scale Correlations for AMP....................... 94 9. Motivation for Achievement with Subtests Achiever, Motivation, Competitiveness, and Goal Orientation .......................................... 95 10. Motivation for Achievement with Subtests Achiever and Motivation ....................................................................................... 96 11. Motivation for Achievement with Subtests Achiever, Motivation, and Competitiveness.................................................... 96 12. Inner Resources with Subtests Relaxed Style, Happiness, Patience, and Self-Confidence ........................................................ 97 13. Inner Resources with Subtests Relaxed Style and Happiness......... 97 14. Inner Resources with Subtests Patience and Self-Confidence ........ 98 15. Interpersonal Strengths with Subtests Assertiveness, Personal Diplomacy, Extroversion, and Competitiveness ............................. 99 16. Interpersonal Strengths with Subtests Assertiveness and Personal Diplomacy ........................................................................ 99 vii