Harvard Educational Review
  1. Winter 2003 Issue »

    What Do We Know about the Motivation of African American Students?

    Challenging the “Anti-Intellectual” Myth

    Kevin O. Cokley
    In this article, Kevin Cokley challenges conventional wisdom about African American college students and the factors underlying their academic underachievement. In this quantitative study of students attending three historically Black colleges and universities and one predominantly White university, Cokley reviews and integrates existing research on the academic motivation and academic self-concept of African American students. He then introduces self-determination theory as an additional motivational framework to understand African American students’ motivation. While Cokley finds that African American students are intrinsically highly motivated, this motivation is not related to how they perform academically or to their academic self-concept. (pp. 524–558)

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    Winter 2003 Issue

    Abstracts

    Racializing the Discourse of Adult Education
    Stephen D. Brookfield
    What Do We Know about the Motivation of African American Students?
    Challenging the “Anti-Intellectual” Myth
    Kevin O. Cokley
    Why Romà Do Not Like Mainstream Schools
    Voices of a People without Territory
    Julio Vargas Claver

    Book Notes

    Classroom Discourse
    By Courtney B. Cazden

    Honky
    By Dalton Conley

    Courage
    Edited by Barbara Darling-Smith

    The Skin That We Speak
    Edited by Lisa Delpit and Joanne Kilgour Dowdy

    Tell Me More
    Edited by Eleanor Duckworth

    Methods of Literacy Research
    Edited by Michael L. Kamil, Peter B. Mosenthal, P. David Pearson, and Rebecca Barr

    How the Way We Talk Can Change the Way We Work
    By Robert Kegan and Lisa Laskow Lahey

    Nigger
    By Randall Kennedy

    Gifted Bilingual Students
    By Esther Kogan

    Teaching Problems and the Problems of Teaching
    By Magdalene Lampert.

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