Predicting positive academic intention among African American males and females

Significant attention has been given to the educational shortcomings of African American students. This study examined predictors of educational success among African American high school sophomores. It explored factors that predict differences in students' academic intention to complete the school year, and how these factors differ by gender. The study was guided conceptually by the theory of planned behavior (TPB). We also assessed perceptions of self. Results indicated that most students had positive predispositions toward school-year completion, with females being more positively oriented toward academic success than mates. The TPB's attitude component was the only predictor tested to operate differentially across gender. Having a positive attitude toward school was a significantly greater predictor of intention to complete the school year for males than for females.