Author: Annie O. FullerPublisher:
ISBN:
Category : African American community college students
Languages : en
Pages : 116
Book Description
Contributing Factors to African American Males' Persistence and Graduation at the Community College
Author: Annie O. FullerPublisher:
ISBN:
Category : African American community college students
Languages : en
Pages : 116
Book Description
African American Males' Identification of Factors that Contributed to Their Community College Persistence
Author: Ulissa Byshelle CoburnPublisher:
ISBN:
Category :
Languages : en
Pages : 89
Book Description
In spite of an expanding enrollment of African American males in community colleges in the United States, the early departure of this minority group is one of concern. The purpose of this qualitative study was to explore African American males’ identification of the factors that contributed to their persistence at community colleges. Data were collected through structured interviews with 7 African American male community college graduates who were enrolled at a 4-year university when the study was conducted. Data were analyzed through by coding and categorizing in order to determine themes. Social integration and social cognitive models were used to obtain an understanding of the factors that allowed these students to persist in their studies and obtain their associate degree. With this study, the researcher aimed at creating a mental picture of African American male students who have completed an associate degree by identifying the factors that African American males perceived contributed to their persistence. This study builds upon the limited amount of research available which focused on African American males attending community colleges. The researcher sought to bring understanding to factors affecting the persistence of African American males at community colleges. The study’s findings are significant as they highlight African American males’ identification of persistence factors; this information could be used by community college administrators to better support the success rates of African American males.
Advancing Black Male Student Success from Preschool Through Ph. D
Author: Shaun R. HarperPublisher: Stylus Publishing (VA)
ISBN: 9781620361832
Category : Education
Languages : en
Pages : 0
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.
Persistence of the African American male in higher education
Author: Griffin, III (Milladge E.)Publisher:
ISBN:
Category : African American community college students
Languages : en
Pages : 0
Book Description
Community colleges are the predominant entry point for postsecondary instruction among the African American population. Despite the number of African American male (AAM) students attending community colleges in the United States, graduation rates of AAM in community colleges are among the lowest of any ethnic group in the United States. The present study addresses a gap in the research pertaining to persistence of AAMs attending a 2-year institution in the State of New York. The purpose of this quantitative correlational study was to examine correlation between institutional characteristics and graduation rates of AAMs at SUNY community colleges in the State of New York in comparison to other ethnic and gender sub-groups. Multivariate analysis with multiple linear regression was performed on datasets from SUNY Institutional Research and the Integrated Postsecondary Education Data System (IPEDS). Results showed that AAMs had a lower rate of graduation than almost any other student population. The four institutional factors as independent variables were not statistically significant. Further research is recommended to determine which institutional factors do contribute to persistence for AAMs in community college.
African American Males' Perceptions of Success While Attending Community College
Author: Dana M. EmersonPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 157
Book Description
Background: African American males' experience in higher education is often categorized with negative terminology that does not reflect notions of success. Most research addressing the success of African American males in higher education illuminates factors that impede access to success and is often situated in university settings. Very little research is dedicated to examining the experiences of African American males in community colleges and even less research is published on their perceptions of success Purpose: To examine and understand the concept of success from the perspective of African American males enrolled in community college and identify how institutional and non-institutional factors affect their concept of success. Setting: Interviews were conducted at community colleges in the Pacific Northwest region of the United States. Subjects: Seven African American males enrolled in at least 6 credits at a community college in were interviewed. Research Design: Qualitative interviews using a semi-structured question matrix; the question matrix was designed to elicit responses related to defining a personal concept of success. Data Collection and Analysis: Face- to- face interviews were conducted on college campuses. Audio recordings were collected, transcribed, and then coded using computer- assisted qualitative data analysis software. Coded excerpts were grouped into prominent themes. Findings: Six primary themes were identified from the interview data. • Almost all participants stated that academic success had nothing to do with academic performance. Academic success was situated in overcoming challenges in an academic environment. • Success in general is more important than academic success. • The concept of success changes based on life experiences. • Feeling isolated, positive and negative interactions with faculty and peers contributed to the concept of success. • Negative imagery, stereotypes, financial status, and family support contribute to how African American males perceive themselves as successful. • Overcoming daily challenges based on race is indicative to how African American males equate success. Conclusions: While persistence and completion are important, academic success as defined by African American males in community college does not pertain to academic performance. Deeply rooted issues of race and racism influence a general definition of success. Concepts of success change overtime as significant life events occur and as more encounters with racism are realized. Overcoming challenges that affect the intersections of race, class and gender are more accurate descriptions of success. African American males in community college are very aware of how fragile their lives are as targets of racial profiling. Avoiding situations where others may not feel safe in their presence and continuously compensating for racial barriers that must be overcome in order to succeed is burden that is carried daily. For African American males, the only concept of success that matters is surviving the daily challenges of being an African American male for example, not losing their life at the hands of police officers.
A Road Less Traveled - Hearing the Voices of High Achieving African American Male Community College Graduates: A Narrative Study
Author: Charlita Yvonne AndersonPublisher:
ISBN:
Category : African American men
Languages : en
Pages : 0
Book Description
Community college leaders recognize the need for a more systemic and comprehensive approaches to increasing the retention rates of African American males, which was the impetus for this study. African American males within the community college system are not persisting and graduating at the same rates as that of their male or female counterparts, and approximately 70% of Black male undergraduates who start college never finish, which is the lowest college completion rate among both genders and all racial/ethnic groups in higher education (Harper, 2006a). This is compounded by a gap in the research regarding the existence of academically and socially high achieving African American males, as most research focuses on their underachievement. The purpose of this narrative qualitative inquiry was to explore the experiences and perceptions of AFRICAN AMERICAN males who successfully navigated and graduated from an urban community college in Northern California, in order to identify the factors that contributed to their persistence and success. The rationale for utilizing a narrative qualitative inquiry was this approach aligned with the study's goal of "giving voice" to African American male students' educational experiences and successful outcomes. This research study identified the three main themes of, experiencing success, involving and engaging African American males on campus, and receiving institutional support. Four results were identified; (a) involvement and engagement inside and outside the classroom are critical to African American male persistence and degree completion, (b) interpersonal connections between students and the community at large (peers, faculty, staff, and administrators) are integral to providing both validation and support as core factors to African American male persistence and degree completion, (c) validating experiences affirm positive interactions with community college faculty and are associated with African American male persistence and degree completion, and (d) self determination was an important attitude that propelled African American males forward to develop the kind of self-efficacy needed to complete their degree. Arising from this research were recommendations for the enhancement of community college programs to support African American male student success. Recommendations are also made for future research to deepen understanding of factors that support or thwart the success of these students.
Community College Leadership and Administration
Author: Carlos NevarezPublisher: Peter Lang
ISBN: 9781433107955
Category : Community college presidents
Languages : en
Pages : 318
Book Description
"The breadth and depth of this book is unequaled... The chapter on the community college's role in the achievement gap is `must-reading' for the next generation of community college executives."---Ned Doffaney, Chancellor, North Orange County Community College --
Success Seekers
Author: Jeanne D. WilsonPublisher:
ISBN:
Category : African American male college students
Languages : en
Pages : 400
Book Description
This dissertation addresses two questions: a) What factors contribute to African American males dropping out of, completing an A.A. degree, and/or transferring to 4-year colleges and universities; b) How do beliefs, goals, aspirations, and experiences of African American males affect their persistence in community college. Research is based on the experience at the Daraja Project, Canyon College, a learning community that combines academic and student services to create a study environment that assists underrepresented students acheive success in higher education.
African-Centered Education
Author: Kmt G. ShockleyPublisher: Myers Education Press
ISBN: 1975502116
Category : Education
Languages : en
Pages : 229
Book Description
This volume brings together leading scholars and practitioners to address the theory and practice of African-centered education. The contributors provide (1) perspectives on the history, methods, successes and challenges of African-centered education, (2) discussions of the efforts that are being made to counter the miseducation of Black children, and (3) prescriptions for—and analyses of—the way forward for Black children and Black communities. The authors argue that Black children need an education that moves them toward leading and taking agency within their own communities. They address several areas that capture the essence of what African-centered education is, how it works, and why it is a critical imperative at this moment. Those areas include historical analyses of African-centered education; parental perspectives; strategies for working with Black children; African-centered culture, science and STEM; culturally responsive curriculum and instruction; and culturally responsive resources for teachers and school leaders.
Black American Males in Higher Education
Author: Henry T. FriersonPublisher: Emerald Group Publishing
ISBN: 1848558988
Category : Education
Languages : en
Pages : 314
Book Description
Addresses the subject of the disproportional decline of Black American Males in higher education. This book provides critical historical overviews and analyses pertaining to Black American males in higher education and Black Americans of both genders.
