Loneliness and Academic Disengagement among African American Students: Examining the transition from high school to the first semester of college (2015)

Undergraduates: Crystal Ibe, Dr. Laura Widman

Faculty Advisor: Mitch Prinstein
Department: Psychology & Neuroscience

---

African American enrollment is typically low in universities, and dismal retention rates add to academic disparity issues. Additionally, many African American students underperform, and it is important to identify key factors in this process to help inform remediation efforts. Attempts to improve African American student academic performance should give greater attention to social-psychological factors driving experiences with educational environments that are in effect before students even enter college, particularly experiences of loneliness and racial disparity. A confidential email survey was sent to incoming African American students at a large southeastern university. Responses were received from 203 students (74% female, 18-20 years old). Students completed a number of well-validated surveys on ethnic identity, high school racial composition, sense of belonging both within and outside of the African American community, racial discrimination experiences, high school involvement, and loneliness (primary study outcome). After controlling for ethnic identity, greater experiences of racial discrimination were associated with higher reported loneliness. Additionally, regression analyses found a significant positive relationship between percentage of African Americans in one¿¿¿s high school and loneliness (all p¿¿¿s <.05). The results add to the research suggesting that African American students at predominately white institutions face additional social challenges to success.