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Author: Sabrina Walters
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
African American males face daunting obstacles as they pursue higher education as research has shown. This study sought to better understand the impact of specific factors--social support, racial identity, perceived racial discrimination, coping, and religious coping--on the academic achievement of African American male college student achievement. Using secondary data and a Multiple Linear Regression analyses, the project investigated relationships among these influences as a way of uncovering strategies used to mitigate obstacles faced by African American males attending Predominantly White Institutions. The study used an anti-deficit achievement approach to examine how African American male college students at two PWIs negotiate experiences and the use of coping mechanisms that may positively affect academic achievement for this subgroup of students. Results of the study indicate that the college experiences and coping mechanisms examined have a limited impact on GPA for African American male students. The results indicate that higher education professionals should focus attention on providing avenues for African American male students to express religious and other coping techniques to assist in achievement and to better manage the effects of discrimination and isolation that are part of their transition to PWIs. Future research on African American male college student achievement should include a broader sample group from various campus types to increase the generalizability of the findings.
Author: Sabrina Walters
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
African American males face daunting obstacles as they pursue higher education as research has shown. This study sought to better understand the impact of specific factors--social support, racial identity, perceived racial discrimination, coping, and religious coping--on the academic achievement of African American male college student achievement. Using secondary data and a Multiple Linear Regression analyses, the project investigated relationships among these influences as a way of uncovering strategies used to mitigate obstacles faced by African American males attending Predominantly White Institutions. The study used an anti-deficit achievement approach to examine how African American male college students at two PWIs negotiate experiences and the use of coping mechanisms that may positively affect academic achievement for this subgroup of students. Results of the study indicate that the college experiences and coping mechanisms examined have a limited impact on GPA for African American male students. The results indicate that higher education professionals should focus attention on providing avenues for African American male students to express religious and other coping techniques to assist in achievement and to better manage the effects of discrimination and isolation that are part of their transition to PWIs. Future research on African American male college student achievement should include a broader sample group from various campus types to increase the generalizability of the findings.
Author: Fred A. Bonner II
Publisher: Bloomsbury Publishing USA
ISBN: 0313387230
Category : Education
Languages : en
Pages : 238
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Book Description
The first-ever study of African American giftedness at the collegiate level, focusing on two extraordinary case studies. At a time when so many studies of African American students focus on the factors of failure, Academically Gifted African American Male College Students fills a conspicuous void in the research literature on post-secondary education by focusing on success. Like no other work before it, this remarkable study goes deep inside the experiences of academically gifted African American men who successfully navigate their way through rigorous college-level programs. At the heart of the unique and long overdue work are two real-life stories of African American male students: one at a Historically Black College and University (HBCU) and the other at a Traditionally White Institution (TWI). In presenting, comparing, and contrasting these two cases, the book identifies a number of personal characteristics and institutional approaches driving their notable achievements. The result is a guidebook both for gifted African American male students and for the institutions looking to strengthen their support for them—particularly in science, technology, engineering, and mathematics (STEM) disciplines.
Author: Fred A. Bonner II
Publisher: Bloomsbury Publishing USA
ISBN:
Category : Education
Languages : en
Pages : 351
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Book Description
The first-ever study of African American giftedness at the collegiate level, focusing on two extraordinary case studies. At a time when so many studies of African American students focus on the factors of failure, Academically Gifted African American Male College Students fills a conspicuous void in the research literature on post-secondary education by focusing on success. Like no other work before it, this remarkable study goes deep inside the experiences of academically gifted African American men who successfully navigate their way through rigorous college-level programs. At the heart of the unique and long overdue work are two real-life stories of African American male students: one at a Historically Black College and University (HBCU) and the other at a Traditionally White Institution (TWI). In presenting, comparing, and contrasting these two cases, the book identifies a number of personal characteristics and institutional approaches driving their notable achievements. The result is a guidebook both for gifted African American male students and for the institutions looking to strengthen their support for them—particularly in science, technology, engineering, and mathematics (STEM) disciplines.
Author: MacKenzie Mocini Luke
Publisher:
ISBN:
Category :
Languages : en
Pages : 204
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Book Description
College retention, persistence, and success levels continue to be lower for students of color, first-generation students, and low-income students compared to the White majority. This study, focusing on African American males from Philadelphia, set out to investigate the challenges that young, urban, low-income, and first-generation students face in their transition to and enrollment in institutions of post-secondary education. To accomplish this goal, the study at hand focused on two primary questions: RQ 1: What tools do young Black first-generation college students who go to school in and around their city of origin utilize in order to gain entry to institutions of post-secondary education and successfully transition to these institutions? RQ 2: How are young Black first-generation college students who go to school in and around their city of origin able to successfully navigate academic obligations and social responsibilities in their first year of college? To answer these questions, a qualitative research study was designed, and six young men fitting the criteria above were interviewed over the course of their first year of college. In total, each student participated in four interviews. Additionally, participants submitted their college entrance essays and personal statements, which were reviewed to confirm their narratives and coded for themes. Finally, college counselors for the non-profit that assisted each young man in his college planning were interviewed. These interviews focused on the counselor's perception of success at the post-secondary level, and the ways that their non-profit could assist students. Student engagement theory, paired with a Critical Race paradigm, served as the primary theoretical lens through which data were analyzed. Additionally, literature on student resilience and self-efficacy was used to inform the interpretation of the data. Key findings include: the significance of family support during a student's transition to college, the myriad ways that a student's intersecting identities play a role in the collegiate experience, and the importance of engaging in campus life to form strong support networks and succeed academically. The young men of this study faced myriad challenges in the journey towards a college degree. From complex family relationships, to navigating stigma surrounding their identities, the obstacles facing these men are great. However, through forming a network of campus connections and using their past challenges to inform future decisions, the young men of this study are resisting stereotypes and pursuing their goals. Developing resilience and self-efficacy through self-reflection, vicarious experiences of trusted mentors and family members and supportive peer networks has and will continue to allow the young men of this study to achieve their goals.
Author: Marilyn Ross
Publisher: Praeger
ISBN: 0897895355
Category : Education
Languages : en
Pages : 0
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Book Description
At a time when American society is desperately seeking to create hope for inner city black youth, this study serves as a tool to encourage those responsible for teaching and socializing young African-American males, who may feel they have little chance for success. The study involved 17 African-American male students at a historically black college in Miami, Florida. These students had great desire to achieve and did so despite daunting obstacles such as neighborhoods plagued with drugs, gangs, and crime. Interviewing students at the moment in their lives when they had successfully advanced beyond their environment, the author helps them to analyze their past in an honest manner. The case studies of the individuals reveal that family is the most relevant factor in the student's success; particularly, the presence of one person who cares and encourages the young man is vital. In President Clinton's speech to the NAACP in July 1997, he remarked, I am tired of being told that children cannot succeed because of the difficulties of their circumstances. All we do is consign them to staying in the same circumstances. It is wrong. Through the stories of these students who have overcome their odds, this book can serve as an inspiration for younger African-American males to prevail over their own hardships.
Author: Cameron C. Beatty
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 286
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Book Description
This book encourages leadership educators and practitioners to understand the importance of black male leadership on college campuses in today’s world. As the push to make higher education more culturally relevant and inclusive, the need for these educators to critically engage in their work to create intentional and developmental experiences for their black male leaders is needed now more than ever. The contexts outlined in this book illustrate the need to see Black men's leadership as a critical, dynamic, and ever-evolving component on college campuses that requires intentionality to best develop, serve, and holistically engage Black men in leadership learning. This book is intended to be a practical and scholarly resource to aid in the awareness of Black men in college, Black men's leadership identities and experiences, and the growing need to assist this population's success in college and beyond. Engaging Black Men In College Through Leadership Learning centers on leadership and Black identity as it tackles the intersecting identities of maleness, Blackness, and leadership identity as it encourages educators to consider the importance of the college environment in shaping the next generation of Black men collegiate leaders. In addition, this scholarship provides insight into Black men's leadership experiences in various contexts - including fraternity life, first-year experiences, and student organizations, while capturing the collective experiences of Black men as leadership learners at different types of institutions, including HBCUs, Community Colleges, PWIs and a host of other institution types. This resource is for leadership educators and practitioners to develop Black men as leaders on today’s college campuses, where our global society continues to navigate challenges. This book also situates more nuanced topics such as mental health, trans identity, graduate education, and the experiences of former foster care youth, which provides insight into the experiences of Black men as leaders on college campuses. These contexts illustrate the need to see Black men's leadership as a critical, dynamic, and ever-evolving component on college campuses that requires intentionality to best develop, serve, and holistically engage Black men in leadership learning. We encourage readers of this text to consider how black men’s experiences with leadership are woven into the fabric of your college campus and how you can be an advocate for more critical and sustainable ways to engage Black men in college through leadership learning.
Author: Shaun R. Harper
Publisher: Stylus Publishing (VA)
ISBN: 9781620361832
Category : Education
Languages : en
Pages : 0
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Book Description
Advancing Black Male Student Success From Preschool Through Ph. D. pushes against hopeless notions of Black male student achievement. This book presents a comprehensive portrait of Black male students at every stage in the U.S. education system, from preschool through doctoral degree attainment. Each chapter is a synthesis of existing research on experiences, educational outcomes, and persistent inequities at a particular pipeline point and concludes with forward-thinking recommendations for education policy and practice. In addition to Harper and Wood, the authorship cast includes several scholars who are among the most respected experts on Black boys and men in education.
Author: William R. Turner
Publisher:
ISBN:
Category : African American community college students
Languages : en
Pages : 187
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Book Description
"African American males continue to show disparate outcomes in higher education contexts in relation to all other categories of students. This problem has been particularly under-addressed in relation to two-year colleges. The following explorative qualitative study explores the experiences of Charismatic African American males navigating predominantly white two-year colleges. In particular, it seeks to understand the intersectional nature of gender, religion, and race as these students interact with the two-year college context. The foundational concepts under investigation include academic and social integration, cultural change, and intersectionality. From the eight Charismatic African American Males who participated in the study three significant themes relating to how they culturally navigated the PWI two-year college emerged: socialization from the hood, faith as a framework for engagement, and finding and negotiating support. These themes are described along with implications for supporting African American college student persistence theory and practice"--Page viii.
Author: Michael J. Cuyjet
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 116
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Book Description
"Although the actual number of African American men enrolled in the nation's colleges and universities has been increasing slightly during the 1990s, both the percentage and the number are disturbingly low and small enough to be perceived as fragile. Given that frailty, higher education administrators concerned about this issue are seeking ways to nurture and retain those African American men who are successful in coming to the campus. This volume offers a look at the status of black men in the college environment and provides and number of important suggestions of ways in which higher education administrators and faculty can work together to enhance the probability that more African American men will successfully matriculate"--
Author: J. Luke Wood
Publisher: Routledge
ISBN: 1134699182
Category : Education
Languages : en
Pages : 136
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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.
