Research by the American Council on Education (Wilds, 2000) has shown that while graduation rates for African Americans have increased, they are still below that of Whites. This difference may be explained by race. It is probable that African American students are facing more experiences with racial discrimination or other factors that make their race, more salient especially on the campuses of Predominantly White Institutions. This program of research addressed the social and academic factors of African American college students and how these experiences promote or inhibit their persistence towards graduation and self-worth. Specifically, how the significance of race and trios, a cultural life view (Jones, 2003) contribute to determining whether or not the degree to which one's interpretation or reaction to racial discrimination undermines or preserves their success and satisfaction. Three studies examine the constructs of trios and racial identity as mechanisms to maintain or enhance success and satisfaction for African American college students. Overall, it was predicted that being sensitized to the possibility that one's race may contribute to unjust outcomes and experiences would cause African American college students to encounter decreases in their academic success and overall satisfaction when faced with perceptions of racial discrimination. However, trios and racial identity independently would minimize or prevent such damage from occurring. Study 1 sought to validate measurements of the Universal Context of Racism (ucr) and trios scales. Results from factor analyses indicate the ucr is assessed by a single factor (alpha = 0.82), while trios loaded on five factors; Time, Rhythm, Improvisation, Orality and Spirituality (alpha = 0.80). In Study 2, using a population of African American students from a historically Black university, findings indicate that individuals who are constantly sensitized by their racial status experience decreases in psychological well-being and perceive more racial discrimination. With Study 3, the longitudinal associations of trios and racial identity in a comparison population of African American students who attend a historically Black university (hbcu) and those who attend predominantly White institutions (pwi) established that trios and racial identity levels vary across schools with students at the hbcu showing a greater significance of race and TRIOSic lifestyles. For students attending the hbcu, racial identity buffers the negative effects of perceiving racial discrimination on self-esteem. On the other hand, students attending the pwi use both trios and racial identity to maintain their self-esteem by allowing trios to buffer the negative effects of racial awareness as it leads to increased perceptions of discrimination, then racial identity helps to maintain self-esteem after the perceptions of discriminatory acts. Race matters for students at both institutions evident by the result of racial identity predicting self-esteem longitudinally. Nevertheless, students at the PWIs must incorporate the significance of their race with the holistic view of being TRIOSic in order to truly be satisfied. Implications and directions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

The purpose of this correlational research study was to examine the student engagement variables most likely to predict the academic success and satisfaction of African American male college students. Research suggests that African American males who are actively engaged in campus life gain more from the college experience and are more likely to succeed academically (Harper, 2012; Pascarella & Terenzini, 1991, 2005; Strayhorn, 2008b). This investigation used the National Survey of Student Engagement questionnaire to survey 3,000 students to learn what relationships existed between five student engagement variables and the students' perceived satisfaction with their overall college experience. There is a plethora of research that has examined the college experiences, engagement and academic success of minority students in totality (Fleming, 1984; Outcalt & Skewes-Cox, 2002; Strayhorn & DeVita, 2010; Watson & Kuh, 1996; Watson, Terrell, Wright, Bonner, Cuyjet, & Gold, 2002); however limited research exists specifically targeting the correlation between engagement factors and the academic success and college satisfaction of African American males (Greene, 2005; Harvey-Smith, 2002; Kimbrough & Harper, 2006; Outcalt & Skewes-Cox, 2002; Palmer, Davis, & Maramba, 2010). Utilizing a conceptual theory of student involvement based on the work of Astin (1984, 1999) this investigation employed multiple regression analysis to explore the relationship between five student engagement factors (Academic Challenge, Collaborative Learning, Faculty Interaction, Supportive Campus, and Enriching Experiences) and African American males' academic success and overall satisfaction with their college experience. Four research questions directed this study relative to the student engagement factors and institutional characteristics that best predict African American male satisfaction with their college experience. The results indicated that three variables significantly predicted the overall college satisfaction of African American males; Supportive Campus, Faculty Interaction, and Academic Challenge. Additionally, African American males attending private institutions reported a significantly higher mean score relative to their overall satisfaction with their college experience than those attending a public college or university, while no significance was found between African American males attending an historically Black institution as opposed to a predominately white institution. Conclusions drawn from the study lead to further questions surrounding how student engagement is defined and perceived by African American college students and higher education institutions. Further the study draws attention to the need to address and incorporate academic and co-curricular initiatives, services and policies in culture of higher education institutions that will enhance the college experience and ensure academic success, retention and matriculation of African American males.