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Author: Henry C. McCain (III)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 118
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Book Description
The proportion of Black men enrolled in college is representative of the Black male population in the U.S. (Toldson, 2019). However, an investigation of the 2010 college entry cohort of Black men showed that only 34% graduate within six years (National Center for Education Statistics; NCES, 2019). The disparity in Black male graduation rate is clearer when compared to other races such as White men (61%), Hispanic men (50%), and Asian men (70%) (NCES, 2019). Within-group disparities also exist in that Black women graduate at a rate of 44% (NCES, 2019). Much of the literature on Black undergraduates has been conducted at predominantly White institutions (PWIs) and has shown a pattern of Black male underachievement (Harper, 2015). These studies examined deficit-informed factors such as hostile racial climate (Carter, 2008; Flowers, 2004), racism (Harper, 2007, 2015; Singer, 2005), microaggressions (Sue et al., 2007), and lack of institutional support (Hotchkins & Dancy, 2015) to understand institutional or personal impediments to Black male graduation. Although deficit studies discussed institutional policies and demographic variables that combine to decrease Black male graduation rates, such research also endorses the perception that Black men cannot succeed in college. However, some recent literature has utilized an anti-deficit framework which elucidates the positive attributes of Black men who have graduated despite the institutional inequities (Bridges 2010; Harper, 2007; Strayhorn, 2008; Williamson, 2010). Much remains to be known about Black male students who succeed through these challenges. With that goal in mind, this study will examine the factors of resilience and engagement that help Black men attain academic success in college. The present study utilized quantitative analyses to explore hypotheses concerning the relationship among demographic variables, academic resilience, student engagement, and academic achievement. Participants were recruited from a Midwestern PWI. This researcher engaged in a variety of techniques to obtain the sample which included email list-servs, registered student organizations, flyers, and snowball sampling. The measures used included a demographic instrument, the Student Engagement Scale (SES; Gunuc & Kuzu, 2015), and the Academic Resilience Scale (ARS-30; Cassidy, 2016). Data were collected online using Qualtrics survey software. A total of 124 Black men from a Midwestern PWI agreed to complete surveys Primary analyses were bi-variate correlation and logistic regression. In this study, academic resilience and student engagement were statistically significant predictors of academic achievement. Student engagement was found to be a predictor of academic achievement. Academic resilience was not a better predictor of achievement when compared to student engagement.
Author: Henry C. McCain (III)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 118
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Book Description
The proportion of Black men enrolled in college is representative of the Black male population in the U.S. (Toldson, 2019). However, an investigation of the 2010 college entry cohort of Black men showed that only 34% graduate within six years (National Center for Education Statistics; NCES, 2019). The disparity in Black male graduation rate is clearer when compared to other races such as White men (61%), Hispanic men (50%), and Asian men (70%) (NCES, 2019). Within-group disparities also exist in that Black women graduate at a rate of 44% (NCES, 2019). Much of the literature on Black undergraduates has been conducted at predominantly White institutions (PWIs) and has shown a pattern of Black male underachievement (Harper, 2015). These studies examined deficit-informed factors such as hostile racial climate (Carter, 2008; Flowers, 2004), racism (Harper, 2007, 2015; Singer, 2005), microaggressions (Sue et al., 2007), and lack of institutional support (Hotchkins & Dancy, 2015) to understand institutional or personal impediments to Black male graduation. Although deficit studies discussed institutional policies and demographic variables that combine to decrease Black male graduation rates, such research also endorses the perception that Black men cannot succeed in college. However, some recent literature has utilized an anti-deficit framework which elucidates the positive attributes of Black men who have graduated despite the institutional inequities (Bridges 2010; Harper, 2007; Strayhorn, 2008; Williamson, 2010). Much remains to be known about Black male students who succeed through these challenges. With that goal in mind, this study will examine the factors of resilience and engagement that help Black men attain academic success in college. The present study utilized quantitative analyses to explore hypotheses concerning the relationship among demographic variables, academic resilience, student engagement, and academic achievement. Participants were recruited from a Midwestern PWI. This researcher engaged in a variety of techniques to obtain the sample which included email list-servs, registered student organizations, flyers, and snowball sampling. The measures used included a demographic instrument, the Student Engagement Scale (SES; Gunuc & Kuzu, 2015), and the Academic Resilience Scale (ARS-30; Cassidy, 2016). Data were collected online using Qualtrics survey software. A total of 124 Black men from a Midwestern PWI agreed to complete surveys Primary analyses were bi-variate correlation and logistic regression. In this study, academic resilience and student engagement were statistically significant predictors of academic achievement. Student engagement was found to be a predictor of academic achievement. Academic resilience was not a better predictor of achievement when compared to student engagement.
Author: Fred A. Bonner II
Publisher: Taylor & Francis
ISBN: 1000978656
Category : Education
Languages : en
Pages : 173
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Book Description
How do we fix the leaky educational pipeline into a conduit of success for Black males?That the issue is critical is demonstrated by the statistics that only 10% of Black males in the United States are proficient in 8th grade reading, only 52% graduate from high school within four years, and only 35 percent graduate from college.This book uniquely examines the trajectory of Black males through the educational pipeline from pre-school through college. In doing so it not only contributes significantly to the scholarship on the experiences of this population, but bridges the gap between theory and practice to provide frameworks and models that will improve these young men’s educational outcomes throughout their educational journeys.A compelling feature of the book is that that it does not treat Black males as homogeneous, but recognizes the diversity that exists among Black males in various educational settings. It demonstrates the need to recognize students’ intersectionalities and individual characteristics as an essential preliminary to developing practices to improve outcomes at every educational stage.Throughout, the contributing authors also focus on the strategies and experiences of Black males who achieve academic excellence, examining growth-producing and asset-based practices that can be sustained, and that build upon the recognition that these males have agency and possess qualities such as resilience that are essential to their learning and development. The frameworks and models that conclude each chapter are equally commendable to K–12 educators and administrators; higher education faculty, student affairs practitioners, and administrators; and policymakers, for whom templates are provided for rectifying the continuing inequities of our educational system.
Author: Erik E. Morales
Publisher: Peter Lang
ISBN: 9780820467634
Category : Education
Languages : en
Pages : 180
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Book Description
Promoting Academic Resilience in Multicultural America combines biographical sketches of resilient students, examples of effective programs designed to encourage resilience, recent research in the field, and their own experiences of resilient academics of color. The book illustrates exactly how academic success occurs within traditionally challenged learning environments. The authors focus most closely on the crucial transition between high school and college. The individuals spotlighted and programs outlined cross racial, gender, socioeconomic, and ethnic lines, and include African American, Hispanic, and white students. In part, the authors conclude that there are specific multidimensional protective factors that work collaboratively to enable the success of these exceptional students. It is the detailed exploration of these phenomena that lie at the heart of this work and that has the potential to help all children excel. Among other uses, this book could be a valuable addition to a college freshmen seminar series, a foundations of education course, a course on multiculturalism in America and/or any course focused on basic educational psychology.
Author: Robert T. Palmer
Publisher: John Wiley & Sons
ISBN: 1118941667
Category : Education
Languages : en
Pages : 121
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Book Description
Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Offering recommendations and strategies to help advance success among Black males, this monograph provides a comprehensive synthesis and analysis of factors that promote the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges). It delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education. This is the 3rd issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Stuart Rhoden
Publisher:
ISBN:
Category :
Languages : en
Pages : 181
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Book Description
Boys to Men: Building Resilience in Young Black Male Students Stuart Rhoden Doctor of Philosophy Temple University, 2013 Will J. Jordan, Ph.D. Chair The main purpose of this research was to help identify persistence as reported by Black male college students who were the inaugural graduates of the Class of 2011 from a predominantly Black, all-male Charter High School in the Mid-Atlantic region. Examining this population of students was significant because too often Black male educational choices have been examined through the lens of deficit models. This study adds to the growing body of data which has begun to identify positive attributes of Black male role models at the secondary and postsecondary level. Identifying relevant factors which helped Black male students successfully navigate through high school despite these traditional challenges and achieve academically, has the potential to give educators strategies to help increase the likelihood of more Black males attaining higher educational achievement. One of the ways young Black males countered the toxicity of negative influences and expectations was through persistence. Thus, despite the fact that these young Black males often had to navigate through a history of racial discrimination in this country, challenges in family structure, low income, and in many cases, extremely violent neighborhoods, communities and schools, they had still experienced positive supports and maintained positive attitudes that carried them through to positive academic achievement. Central to this persistence and positive attitude was trust. In order to create more positive educational outcomes, it is critical to examine why some young Black males succeed in the face of adversity while many of their peers do not. This study was conducted qualitatively through interviewing ten graduates of a predominantly Black, all-male charter high school in the mid-Atlantic region of the country. Interviews focused on subjects background experiences growing up, their high school experiences while at DuBois Charter High School (pseudonym) and their experiences either currently attending or formerly attending college. A group interview with two key administrators, the CEO and the College Counselor at DuBois Charter high school also took place. These interviews provided contextual background information on the participants' high school experience. The significant actors who helped these young Black males achieve and attain positive academic outcomes are threefold; parent(s), peers who attended their high school, teachers and administrators of their high school. Some of the actions these mentors took to help them achieve college attendance included; teaching them how to seek academic assistance when needed, helping them become self-advocates, showing them how to learn from setbacks and move forward, helping them to present themselves in a manner that was both authentic to their culture, as well as to their academic abilities, teaching them to rise above perceived expectations of what it meant to be Black and male, and guiding them through the navigation process in a new, unfamiliar environment and being successful. Conclusions drawn from this study included; 1. Trust was essential to overcoming perceived and real structural inequalities. Educational resilience can only be demonstrated when institutions are willing to provide a safe, nurturing environment which allows for failure to contribute to positive growth. 2. Seeking academic and social assistance from peers and adults was constructive in contributing to increased positive academic achievement. 3. Cultural capital and exposure to an expansive array of experiences can help minimize the negative effects of poverty if done purposefully and reflectively. 4. Family, peers, and individual agency were critical in sustaining persistence throughout the identity development which resulted in the demonstration of resilience. 5. Understanding and nurturing the social-emotional, racial and gender identity of young Black men was an essential component to positive academic and social achievement.
Author: Kristen J. Mills
Publisher:
ISBN: 9781085687881
Category : Electronic dissertations
Languages : en
Pages : 213
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Book Description
Academic resilience provides a strengths-based framework for examining personal and contextual factors that impact the academic success of Black college students. At the same time, it is imperative to acknowledge negative outcomes that exist in tandem with academic resilience such as racial battle fatigue (i.e., race-related psychological, physiological, and behavioral stress responses). The present study examined campus climate (i.e., general, academic, and racial campus climate), academic resilience, racial battle fatigue, and civic engagement among Black college students attending a historically and predominantly white institution (PWI). An online survey was used to collect data from a simple random sample of approximately 380 Black college students attending a Midwestern university. Hierarchical multiple regression analyses were used to test for (1a) the direct effect of campus climate on academic resilience, (1b) the moderating effect of civic engagement on the relationship between campus climate and academic resilience, (2a) the direct effect of campus climate on racial battle fatigue and (2b) the moderating effect of civic engagement on the relationship between campus climate and racial battle fatigue. This scholarship aimed to advance knowledge about how campus climate impacts Black students holistically, and the significance of civic engagement for guiding how Black students negotiate and navigate the academic milieu to advance their academic goals and support their well-being. Findings revealed differential relationships between general, academic, and racial campus climate and academic resilience such that general and academic campus climate positively predicted academic resilience, but racial campus climate negatively predicted academic resilience. The findings also revealed differential moderation of civic engagement such that civic engagement only moderated the relationship between general campus climate and academic resilience. Similarly, findings revealed differential relationships between general, academic, and racial campus climate and racial battle fatigue (physiological, psychological, physio-behavioral, and psycho-behavioral). General campus climate negatively predicted psychological and psycho-behavioral racial battle fatigue. Academic campus climate negatively predicted each type of racial battle fatigue. Racial campus climate negatively predicted physiological and psychological racial battle fatigue. In addition, the findings revealed differential moderation and conditional variation of civic engagement between each form of campus climate and racial battle fatigue. Civic engagement moderated the relationship between general campus climate and physiological racial battle fatigue. Civic engagement moderated the relationship between academic campus climate and psychological racial battle fatigue, but this moderation was opposite of the hypothesized direction. Civic engagement also moderated the relationship between racial campus climate and psychological racial battle fatigue. Implications for future research and practice are discussed.
Author: Patrick B. Booker
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 182
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Book Description
Author: Edward Fergus
Publisher: Harvard Education Press
ISBN: 1612506763
Category : Education
Languages : en
Pages : 309
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Book Description
As a group, Black and Latino boys face persistent and devastating disparities in achievement when compared to their White counterparts: they are more likely to obtain low test scores and grades, be categorized as learning disabled, be absent from honors and gifted programs, and be overrepresented among students who are suspended and expelled from school. They are also less likely to enroll in college and more likely to drop out. Put simply, they are among the most vulnerable populations in our schools. Schooling for Resilience investigates how seven newly formed schools, created specifically to serve boys of color, set out to address the broad array of academic and social problems faced by Black and Latino boys. Drawing on student and teacher surveys, focus groups, interviews, and classroom observations, the authors investigate how these schools were developed, what practices they employed, and how their students responded academically and socially. In particular, they focus on the theory of action that informed each school’s approach to educating Black and Latino boys and explore how choices about school structure and culture shaped students’ development and achievement. In doing so, the authors identify educational strategies that all schools can learn from. This thoughtful, passionately argued volume promises to influence efforts to improve the achievement and life outcomes of Black and Latino boys for years to come.
Author: J. Luke Wood
Publisher: Routledge
ISBN: 1134699255
Category : Education
Languages : en
Pages : 190
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Book Description
Black Men in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of Black male students in colleges and universities. In this comprehensive but manageable text, leading researchers J. Luke Wood and Robert T. Palmer highlight the current status of Black men in higher education and review relevant research literature and theory on their experiences in various postsecondary education contexts. The authors also provide and contextualize innovative, actionable strategies and solutions to help institutions increase the participation and success of Black male college students. The most recent addition to the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve Black men in higher education.
Author: Lawrence L. Scott
Publisher: Universal-Publishers
ISBN: 1612337627
Category : Social Science
Languages : en
Pages : 129
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Book Description
The purpose of this qualitative study was to explore the experiences and perceptions of 10 selected academically successful African American male leaders. In this study, "academic success" was defined as these African American men who attained a master's or postgraduate degree such as a M.D., Ph.D., or J.D. Even though there is bountiful research on the deficiencies in the lives of African American males, it is still unclear what conditions lead African American men to higher educational attainment. The goal of this study was to also add to the deficient, ever-emerging body of research in the area of African American male educational attainment, while providing viable solutions that speak to the plights of African American males from all educational backgrounds and experiences. Using a basic interpretive qualitative inquiry format, the research questions focused on (a) how professional and familial social capital is related to academic success, (b) the participant's perception of the role of resilience in the pursuit of academic attainment, and (c) how does self-efficacy influence academic success for these African American male participants? This research analyzed recurring themes from these participants, who were solicited because they can provide expert testimony on how an African American male can achieve academically. The inquiry produced three recurring themes: Self-Belief and Identity, Social Network and Support, and Faith, Spirituality, and Inspiration. After a comprehensive qualitative analysis of the themes, the following categories emerged: Resilience Over Faulty Mindsets; Competition; Above Mediocrity; Social Network and Support; Family; Positive Influences, Mentors, and Peers; Opportunities; Faith, Spirituality, and Inspiration; Faith in a Higher Power; and Historical Responsibility. All the participants identified Social Network and Support as a major factor in their academic success. Most participants credited a parent, peer, mentor, or teacher as the most influential person that helped them throughout their educational pursuits.
