Comparing Face-to-face and Online Academic Outcomes of African American Women Students Enrolled in Developmental Mathematics at an HBCU PDF Download
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Author: Maureen D. Toler
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 113
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Book Description
The purpose of this causal-comparative study is to determine the academic outcomes of African American women who were enrolled in developmental mathematics courses, either face-to-face or online at an HBCU located in a mid-Atlantic state. Using the components of the Astin’s Input- Environmental-Output (I-E-O) model as the framework, this study employed a quantitative causal-comparative study. The secondary data for the study were extracted from the databases of an HBCU that recorded information about students’ demographics, enrollment status, and academic performance for the academic school year. Initially, the secondary data were requested from a community college located in a mid-Atlantic state, but the institution declined because it was unable to provide the data due to the various changes in the developmental mathematics courses and the teaching formats and the lack of consistency of the course offerings and, thus the data set was too unstable to support the study. The input for this study was one demographic of African American women HBCU students (i.e., age group). The environment (independent variable) was defined as a method of instruction (face-to-face and online developmental mathematics courses). The outputs (dependent variable) were the final grades earned in a developmental mathematics course. The linear-by-linear association and the models for determining academic outcomes determined that there was no significant relationship that existed between the age of students, method of instruction, and the final grade earned in a developmental mathematics course. This study recommended that colleges and universities create a Women in Mathematics Seminar class, community learning groups, and science, technology, engineering, and math (STEM) mentorships, so African American women students can discuss their mathematical journeys (i.e., student-teacher relationships, grades, self-confidence) with instructors and mentors to gain a better understanding about their endeavors in mathematics. These platforms would give higher education officials insight into how African American women students perceive mathematics and why a great majority is placed in developmental mathematics.
Author: Maureen D. Toler
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 113
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Book Description
The purpose of this causal-comparative study is to determine the academic outcomes of African American women who were enrolled in developmental mathematics courses, either face-to-face or online at an HBCU located in a mid-Atlantic state. Using the components of the Astin’s Input- Environmental-Output (I-E-O) model as the framework, this study employed a quantitative causal-comparative study. The secondary data for the study were extracted from the databases of an HBCU that recorded information about students’ demographics, enrollment status, and academic performance for the academic school year. Initially, the secondary data were requested from a community college located in a mid-Atlantic state, but the institution declined because it was unable to provide the data due to the various changes in the developmental mathematics courses and the teaching formats and the lack of consistency of the course offerings and, thus the data set was too unstable to support the study. The input for this study was one demographic of African American women HBCU students (i.e., age group). The environment (independent variable) was defined as a method of instruction (face-to-face and online developmental mathematics courses). The outputs (dependent variable) were the final grades earned in a developmental mathematics course. The linear-by-linear association and the models for determining academic outcomes determined that there was no significant relationship that existed between the age of students, method of instruction, and the final grade earned in a developmental mathematics course. This study recommended that colleges and universities create a Women in Mathematics Seminar class, community learning groups, and science, technology, engineering, and math (STEM) mentorships, so African American women students can discuss their mathematical journeys (i.e., student-teacher relationships, grades, self-confidence) with instructors and mentors to gain a better understanding about their endeavors in mathematics. These platforms would give higher education officials insight into how African American women students perceive mathematics and why a great majority is placed in developmental mathematics.
Author: Danny Bernard Martin
Publisher: Routledge
ISBN: 1135676224
Category : Education
Languages : en
Pages : 231
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Book Description
Brings together theory & methods from cultural & cog. perspectives to examine forces contributing to why a dispropriate no. of African-Amer. students don't reach their potential in math & are then underrepresented in professions requiring math skills.
Author: Thomas Kammerling
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This narrative study seeks to understand how the precollege educational and life experiences of Black women who entered college as nontraditional students impacted their experiences in developmental mathematics. Intersectionality is used as a lens to describe how being Black, a woman, and a nontraditional student forms a unique individual.Developmental mathematics has acted as a gatekeeper in academics, in that failing to complete a required developmental mathematics sequence prohibits a student from pursuing certain majors. The literature on developmental mathematics is primarily written from a deficit perspective, emphasizing failure and noncompletion rates, and the experiences of Blacks, women, and nontraditional students are treated independently.Given the lack of literature on the intersectionality of race, gender, and age, I decided that the first step to understanding this phenomenon was to listen to the stories that these women have to tell. Therefore I chose to employ narrative methods to allow their stories to be told in their own words. Being aware of my positionality as a White male mathematics professor, I used Reissman's (2008) Dialogic/Performance Analysis model because it acknowledges how stories are affected by the interviewer/interviewee relationship.Three women participated in this study. They shared stories about their educational and life experiences both before beginning college as nontraditional students and while attending college. The results indicated that they did not distinguish between their educational experiences and life experiences, and that they approached their developmental mathematics courses in a practical and straightforward way. Implications for developmental mathematics and Black feminism were also discussed.
Author: Kasi Williams
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 206
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Book Description
The purpose of this quantitative causal-comparative study was to examine the relationship between institution characteristics (public 2-year, public 4-year, private nonprofit 4-year and private for-profit institution), student characteristics (age, gender and enrollment status, job type, and dependency status), program type (traditional face-to-face, hybrid/blended online or totally online), and the dependent variable African American enrollment growth rate. The study describes the demographic profile of African American distance education learners and compares this profile with that of non-distance learning African American students who attend HBCUs and non-HBCUs. This pointed to a more specific target market for recruiting new students to HBCUs. Private-for-profit institutions and public 2-year institutions showed the greatest significant increase in enrollment growth rate amongst African American enrolled in hybrid/blended online, totally online, and face-to-face online undergraduate degree programs. The marketplace is shifting and HBCUs should recognize the opportunity for enrollment growth amongst both totally online and hybrid/blended online undergraduate degree programs.
Author: Elizabeth Jacqueline Johnston
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 194
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Book Description
Author: Jeanette Gibeson Eggert
Publisher:
ISBN:
Category : Web-based instruction
Languages : en
Pages : 182
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Book Description
Author: A'kilah Tienda Moore
Publisher:
ISBN: 9781267201362
Category : African American college students
Languages : en
Pages :
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Book Description
'This mixed-methods study examined the experiences of African American community college mathematics students' in the Nyame Scholars Program at Promise Community College. The purpose of the study was to identify through narrative analysis what aspects of the program impact students' racial, academic, and mathematics identities. A comparison group of African American students enrolled in the same mathematics courses at Promise Community College was examined to investigate possible differences in mathematics performance (measured by mid-semester course grades) and racial identity (measured by the Multidimensional Inventory of Black Identity). The study found no significant differences between the mathematics performance and racial identities between the two groups. However, the Nyame student narratives provided insightful information regarding their needs as African American community college mathematics students. These findings have a significant impact on community college educators seeking to provide higher quality mathematics experiences as well as improved success and retention of its African American students. These findings also lend themselves to future investigation of other possible ways to measure the difference in experiences between these two groups. " -- Abstract, p. 1.
Author: Tina Thomas
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Disparities within the educational system have and continue to exist. This is particularly evident in the field of mathematics. Research shows a persistent disparity in achievement and enrollment in advanced-level mathematics courses, mathematics majors, and degrees earned in mathematics between White males and females, racial minorities, and low-income students. As a result, there are significantly low numbers of Black/African American women who have earned a degree in mathematics. The purpose of this study was to gain an understanding of the helping and hindering factors that influenced Black/African American women's decision to pursue mathematics degrees. Additionally, the study aimed to identify items, such as resources, that Black/African American women wished they had had during their pursuit of the degrees. The Enhanced Critical Incident Technique (ECIT) and Critical Race Theory (CRT) framework was used to analyze the experiences of these women during their academic journey. The results showed that many factors helped Black/African American women decide to major in mathematics and persist. These factors included receiving guidance and inspiration from key individuals as faculty and advisors, participating in enrichment programs, and having a community of people who they identified with. Conversely, the factors that hindered them included being targets of racism and marginalization, limited access to resources, and a lack of representation in the field. As a result, the wish list included more representation in the faculty and cohorts, better academic and career guidance, and diversity, equity and inclusion trainings for faculty. The lived experiences of these women could help institutions and practitioners understand the needs of students of color pursuing STEM fields and implement strategies to address educational inequities.
Author: Angela Denise Duncan
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 188
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Book Description
Despite a long struggle to gain access, African Americans have always highly valued education. Historically Black colleges and universities (HBCU) were established specifically to educate this group, but the integration of predominately White institutions (PWI) in the 1960s led to decreased HBCU enrollments and, thus, challenges to their continued relevance. The numerous options for higher education add to the complexities of college choice, especially for students who have various intersecting identities to consider (e.g., African American women). The purpose of this study was to discover what influenced eight high-achieving African American women who chose to attend a PWI instead of an HBCU. Qualitative, collective case study methods were used to conduct this study. Both student participants and a person they identified as influential were interviewed. This method allowed comparisons and contrasts to determine how various identities and cultural backgrounds affected students' college choices. Data analysis was continuous permitting connections to the literature and between participants as data collection progressed. Influences affecting the college choices of these women fell into four main categories: predisposition, university characteristics, perceptions of HBCU campus environments, and their intersecting identities. The availability of academic programs, scholarships, and the location of the institution were primary reasons given for these participants' choices to attend a PWI instead of an HBCU. Students also offered advice to other African American females making college choice decisions. Admissions officers and high school counselors must understand that while scholarships are important, they are not always the greatest influence for this group. It is also important to engage the family during the college choice process and have discussions with the students regarding moving away from home. Essentially, it is important for those working with these students to understand their unique characteristics and how they use those characteristics when making college choice decisions.
Author: Ashley Edwards
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Using data from nearly 1.2 million Black SAT takers, we estimate the impacts of initially enrolling in an Historically Black College and University (HBCU) on educational, economic, and financial outcomes. We control for the college application portfolio and compare students with similar portfolios and levels of interest in HBCUs and non-HBCUs who ultimately make divergent enrollment decisions - often enrolling in a four-year HBCU in lieu of a two-year college or no college. We find that students initially enrolling in HBCUs are 14.6 percentage points more likely to earn a BA degree and have 5 percent higher household income around age 30 than those who do not enroll in an HBCU. Initially enrolling in an HBCU also leads to $12,000 more in outstanding student loans around age 30. We find that some of these results are driven by an increased likelihood of completing a degree from relatively broad-access HBCUs and also relatively high-earning majors (e.g., STEM). We also explore new outcomes, such as credit scores, mortgages, bankruptcy, and neighborhood characteristics around age 30.
