Personality testing results of African American Female College Students
Problem Statement
With colleges seeking to widen their depths in search of promising students, the use of non-academic or non-cognitive assessments/testing has enjoyed rapid growth. Such tests as personality tests have become very common in the U.S education system with most colleges using the tests to provide a level-playing field for all students (Belkin, 2015). It provides a platform to measure student’s ability across the country, especially when admitting students.
Significance
This project is unique because it addresses one of the under- researched areas in education, especially among the African American Female College students. The research findings are crucial in providing an insight into the processes in which an increased number of new scholars work via the starting stage of their research. These research findings will also go a long way in enabling doctoral committees to facilitate the success of doctoral candidates as they complete their dissertations, thereby supporting in the attainment of their academic qualifications. The use of psychological instrument for educational performance among female students is a breakthrough in providing evidence that can be used to promote college education. Through the testing, the findings of the study can be used to assess the accumulated knowledge of female Black American students. This would enable researchers into this field to identify why some students perform better than others do.
Background
Selected articles relating to personality testing among and African American Students performance are described here:
- Velox (2004) provides information on the use of the Rorschach as a personality assessment tool with African American students. Although the study was carried among 9 and 11 year-olds, it provides a basis for the study.
- Reynolds and Suzuki (2005) provide an overview on the bias evident in psychological assessment and how it has been used to show differences in achievements and performances among different racial and ethnic groups.
- Aronson, Fried, and Good (2002) have provided an overview of how African American educational achievement has been biased. The study shows how personality testing can be used to enhance black students’ improvements.
Framework
The theoretical framework adapted for this study will be the Myers–Briggs Type Indicator (MBTI) (Myers & Myers, 1998) which was influenced by personality theory developed by Carl Jung. Since the theory is based on eight personality preferences namely introversion, extraversion, sensing, thinking, intuition, feeling, perceiving, and judging, it is most ideal for understanding the subject under study. The application of PMBTI theory provides guidance on testing personality of female college students, especially African Americans.
Research Questions
RQ1–Qualitative: What are the personality traits, which are measured through personality testing as regards to the performance of African American female college students?
RQ2–Quantitative: Is there a difference between the results of African American college students and White female college students?
Nature of the Study
As regards the nature of the study, a mixed-method with a bias on qualitative focus will be used. This is because qualitative research is constant with understanding how personality traits of individuals, especially students in reference to their performance and achievement, which is the major focus for this dissertation. It is imperative to note that by ensuring focus on personality testing must align with the chosen theoretical framework. To illuminate how a feasible research problem arises, personality-testing results of African American female college students will be examined. As such, the quantitative analysis will ensure that the research of the project is answered.
Possible Types and Sources of Information or Data
- Surveys or interviews of the students may act as a suitable source for triangulation, to increase viability and credibility.
- Problem statements developed the premise, the proposal, the prospectus, and the dissertation writing stage of the dissertation paper
- Past research, studies could provide evidence, which can be used to supplement information and data gathered through surveys or interviews.
- Interviews with a representative group of doctoral graduates who have successfully defended their dissertations and whose work faculty ranked highly.
References
Aronson, J., Fried, C. B., & Good, C. (2002).Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology 38, 113–125.
Belkin, D. (2015). Colleges Turn to Personality Assessments to Find Successful Students. Retrieved from http://www.wsj.com/articles/colleges-turn-to-personality-assessments-to-find-successful-students-1420762583.
Myers, P. B., & Myers, K. D. (1998). Myers-Briggs Type Indicator Form M. Palo Alto, CA: Consulting Psychologists Press
Reynolds, C. L., & Suzuki, L. A. (2005). Bias in psychological assessment an empirical review and recommendations. Retrieved from http://lp.wileypub.com/HandbookPsychology/SampleChapters/Volume10.pdf
Velox, A. J. (2004). Use of the Rorschach as a personality assessment tool with African American Students. Retrieved from http://www.peterdanpsychology.ro/ro/pagina/25/files/docs/rorschach%20of%20black%20subjects.pdf