Brian K Bridges
Biographic Data
| ID | 181518 |
|---|---|
| NAME | Brian K Bridges |
| GIVEN NAMES | Brian K |
| FAMILY NAME | Bridges |
| SIGNATURE | BRIDGES B K |
| AFFILIATIONS | United Negro College Fund, Frederick D. Patterson Research Institute |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Stories Untold
Although there is empirical evidence concerning the value of historically Black colleges and universities (HBCUs), broader narratives about these institutions too often overemphasize challenges and depict them from a deficit perspective. We argue that such depictions elide the benefits of HBCUs within the higher education landscape and are rooted in a form of institutional anti-blackness—persistent imagery and discourse that construct Black colle…
Concurrent Validity of the Learning and Study Strategies Inventory (Lassi)
Concurrent validation procedures were employed, using a sample of African American precollege students, to determine the extent to which scale scores obtained from the first edition of the Learning and Study Strategies Inventory (LASSI) were appropriate for diagnostic purposes. Data analysis revealed that 2 of the 10 LASSI scales (i.e., Anxiety and Test Strategies) significantly correlated with a measure of academic ability. These results suggest…
Gender Differences in Student Engagement Among African American Undergraduates at Historically Black Colleges and Universities
Differences in student engagement between women and men at historically Black colleges and universities (HBCUs) are examined in this study. Data were collected from 1,167 African American undergraduate students at 12 four-year HBCUs that participated in the National Survey of Student Engagement. Controlling for several factors that might obscure gender differences, the results counter previous research regarding gender gaps on HBCU campuses by il…
Gender Differences in Student Engagement Among African American Undergraduates at Historically Black Colleges and Universities
Differences in student engagement between women and men at historically Black colleges and universities (HBCUs) are examined in this study. Data were collected from 1,167 African American undergraduate students at 12 four-year HBCUs that participated in the National Survey of Student Engagement. Controlling for several factors that might obscure gender differences, the results counter previous research regarding gender gaps on HBCU campuses by il…
Stories Untold
Although there is empirical evidence concerning the value of historically Black colleges and universities (HBCUs), broader narratives about these institutions too often overemphasize challenges and depict them from a deficit perspective. We argue that such depictions elide the benefits of HBCUs within the higher education landscape and are rooted in a form of institutional anti-blackness—persistent imagery and discourse that construct Black colle…
Gender Differences in Student Engagement Among African American Undergraduates at Historically Black Colleges and Universities
Differences in student engagement between women and men at historically Black colleges and universities (HBCUs) are examined in this study. Data were collected from 1,167 African American undergraduate students at 12 four-year HBCUs that participated in the National Survey of Student Engagement. Controlling for several factors that might obscure gender differences, the results counter previous research regarding gender gaps on HBCU campuses by il…
Concurrent Validity of the Learning and Study Strategies Inventory (Lassi)
Concurrent validation procedures were employed, using a sample of African American precollege students, to determine the extent to which scale scores obtained from the first edition of the Learning and Study Strategies Inventory (LASSI) were appropriate for diagnostic purposes. Data analysis revealed that 2 of the 10 LASSI scales (i.e., Anxiety and Test Strategies) significantly correlated with a measure of academic ability. These results suggest…
Stories Untold
Although there is empirical evidence concerning the value of historically Black colleges and universities (HBCUs), broader narratives about these institutions too often overemphasize challenges and depict them from a deficit perspective. We argue that such depictions elide the benefits of HBCUs within the higher education landscape and are rooted in a form of institutional anti-blackness—persistent imagery and discourse that construct Black colle…
Higher Education Research Studies (2 works) · Academic achievement (1 work) · African american (1 work) · Anthropology (1 work) · Anxiety (1 work) · Applied Psychology (1 work) · Aptitude (1 work) · Clinical Psychology (1 work) · Concurrent validity (1 work) · Critical race theory (1 work)