Importance of race, gender, and personality in predicting academic performance

Abstract

Substantial research has demonstrated that African American students tend to perform more poorly than their White counterparts in terms of academic performance (e.g., Bali & Alvarez). However, this knowledge has proven insufficient in highlighting a clear path for countering this gap in academic achievement. The present study (n = 719) provides evidence that race (African Americans and Whites) interacts with personality in predicting academic performance (i.e., grade point average) in a college setting and that the pattern of effects differs for men and women. Agreeableness reduced race effects for women, and extraversion and openness reduced race effects for men. Our results suggest new avenues for educators and policymakers to consider when attempting to reduce this performance gap.

An Examination of Academic Self-Esteem in Historically Black College/University (HBCU) Students: Considering Academic Performance and Task Difficulty

“…It is essential to identify key factors and variables that are pivotal in understanding African Americans' academic self-esteem levels. Studies conducted examining ASE and variations of ASE highlight the existing relationship between (global) self-esteem and academic performance (Dollinger & Clark, 2012;Steele-Johnson, & Leas, 2013). In the existing literature, ASE levels have been shown to aid in predicting whether or not certain racial groups have higher or lower levels of academic performance.…”

“…In the existing literature, ASE levels have been shown to aid in predicting whether or not certain racial groups have higher or lower levels of academic performance. Studies tend to denote African American subjects as having lower academic performance levels (Brayfield et al, 1990;Dollinger & Clark, 2012;Steele-Johnson & Leas, 2013). A majority of studies that examine ASE focus primarily, or solely, on investigating the GSE and academic performance levels of White subjects.…”

“…As postsecondary and tertiary-leveled educators, instructors strive to foster learning environments that allow for egalitarianism; however, the research far too often highlights academic achievement gaps. Often studies report European Americans' academic performance levels as being higher than their counterparts of other ethnic backgrounds (Brayfield, Adler, & Zablotsky, 1990;Dollinger & Clark, 2012;NCES, 2017;Steele-Johnson & Leas, 2013).…”

Aptitude and Personality Traits in Retention of Engineering Students

“…Openness Researchers have also identified Openness as influencing academic performance, but more indirectly than Conscientiousness (Chamorro-Premuzic & Furnham, 2003;Komarraju, Karau, Schmeck, & Avdic, 2011;Poropat, 2009;Steele-Johnson & Leas, 2013). Poropat (2009) conducted a meta-analysis of the five-factor model and academic performance that included primary, high school, and college levels of education.…”

“…While Openness emerged as significant in the Moses et al study, it may be that the characteristics associated with this factor, such as creativity, innovation, and intellectual curiosity (Costa & McCrae, 1992), influenced students to consider engineering initially, but once they were in the program, other factors emerged as key in retention. Research findings on the role of Openness in predicting academic performance have been inconsistent, and some researchers have suggested a more indirect role (Chamorro-Premuzic & Furnham, 2003;Komarraju et al, 2011;Poropat, 2009;Steele-Johnson & Leas, 2013).…”