The Relationship of Role Models Performed Via Videoconferencing
and Locus of Control in African American College Students

by Diane Howard, Ph.D.

Copyright © 2001  

Since 1998 my university performance studies students and I  have been involved in a series of African American performances over the BellNet videoconferencing system in a collaborative project with Dr. Stan Dyer, who teaches African America history at Central Texas College.  I designed this performance research project to study the relationship of African American role models presented over videoconferencing and locus of control in audience members in  Dr. Dyer’s African American history classes. Internal locus of control (the center of control of one's life is within themselves) is a predictor of achievement motivation. External locus of control (one allows the control of his or her life to be external) predicts a lack of achievement motivation. Ironically, evidence supports the idea that role models with internal locus of control (ILC) can inspire ILC in those who observe them. This study was based on a through review of relevant scholarly literature. (Howard, 1996)

One fascinating set of conference papers was part of the review of literature for this research project. In the April 1995 issue of The Industrial and Labor Relations Review, Ehrenberg presented an overview and review of a set of papers presented at a recent labor and industry conference. He asserted that policies abound to increase the number of under-represented faculty in American schools and universities. These policies have been developed to provide employment for representatives of groups who have historically suffered discrimination. They have been designed, furthermore, to provide role models for minority students to enhance their educational performances.

Ehrenberg stated that it is generally believed that increasing the proportion of minority teachers leads to improvements in minority academic performance and retention. He addressed the hope that increasing minority faculty at predominantly white schools would attract more minority students, that increasing minority faculty would improve the possibility of minority students graduating, and that increasing the minority faculty populations would stimulate the flow of minority students into higher education and into academic careers.

In their conference paper on the effects of role modeling, "Do Teachers’ Race, Gender, and Ethnicity Matter," Ehrenberg, Goldhaber & Brewer reported their findings concerning the influence of teachers’ race, gender, and ethnicity on their subjective evaluations of their students. Ehrenberg presented the findings of Rothstein and himself that attendance at historically black colleges and universities (HBCUs) substantially increased the probability that African American, college students would graduate within seven years of starting college. Ehrenberg presented that this may be due to the greater likelihood of teachers and students being of the same race in HBCUs.

In the role modeling symposium paper, "The Effect of Attending Historically Black Colleges and Universities on Future Wages of Black Students," Constantine presented her findings that African American students who attend HBCUs received higher earnings than they do if they attend non-HBCUs, in some cases approximately 35% more. Again this may be due to the greater availability of role models of the same race as the students.

Based on research evidence, which is directly and indirectly related, I designed a research study, which was an extension of my 1990’s research concerning the relationship of locus of control and role models, with college African American history students.  (Howard, 1996) African American performers of African American autobiographies are performing for viewing audiences, which consist mostly of African American, college history students, via videoconference equipment. The sample population, which is the viewing audience, is reasonably homogeneous. The basic difference in the subjects of the sample is whether or not they identify role models. There is no controlled treatment. The comparison groups are those subjects who identify role models or not.

African American performers have been selected to perform historic role model characters from African American history. All performers have been identified as role models according to their demonstration of character qualities outlined on a role model questionnaire. They are role models in themselves and perform, from African American history, role models displaying character qualities listed on the role model questionnaire. The historic characters being performed present an array of African Americans who overcame adversity throughout American history.

The presenters are performing and participating in discussions with the college student audiences following the performances. Discussion questions, asked by research facilitators from the delivery and receiving sites, are related to the characteristics identified on the role model questionnaire. All subjects participating in this study are pre-tested and post-tested with a locus of control scale and with a questionnaire, which indicates whether the subjects have role models or not. Preliminary results (with subjects who have ranged in age from 18 to 56, have been married and single, and have been freshmen-seniors) have supported the hypothesis that locus of control is a changeable variable. These initial results have also suggested a possible positive link, especially for sophomores through seniors, between internal locus of control and participation in the study.

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