Academic and Civic Outcomes of African American Graduates of Historically Black and Historically White High Schools Public Deposited

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Last Modified
  • March 19, 2019
  • Bell Hughes, Kristen
    • Affiliation: School of Education, School Psychology Graduate Program
  • The purpose of this study was to examine how high school experience impacts adult outcomes for African Americans across time given changes in academic, social, and political climates. This research is very much needed to help the African American community identify what factors are related to individuals giving back to their community through civic engagement in order to promote self-sufficiency within the African American community. The study design explored the role of these factors by comparing the personal high school experience, long-term outcomes of civic engagement and academic attainment as well as racial identity perceptions of African American graduates of historically Black high schools (HBHSs) and historically White high schools (HWHSs). Statistically, 2x3 Analysis of Variance (ANOVA) designs were run to compare group outcomes by school type and graduation year. Overall results indicated that African American graduates did not differ significantly on long-term outcomes or personal racial identity as a function of school type, but HBHS graduates reported more positive school experiences compared to HWHS graduates. Study results provide support for the contribution of Historically Black Institutions in secondary education with implications for identification of factors related to academic attainment and civic engagement.
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Rights statement
  • In Copyright
  • Livingston, Jonathon
  • Thompson Dorsey, Dana
  • Wasik, Barbara Hanna
  • Evarrs, Sandra
  • Simeonsson, Rune
  • Doctor of Philosophy
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2014
Place of publication
  • Chapel Hill, NC
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