Identifying the Critical Factors that Positively Influence the Retention of Black African American Undergraduate Students in Higher Education, Minnesota PDF Download
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Author: Yolanda Benjamin Lewis
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 148
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Book Description
This phenomenological research involved interviews with Black, African American research participants who persisted and graduated from a four-year undergraduate higher education institution in Minnesota. The purpose of this research was to identify critical factors that positively influenced the retention of Black African American students in higher education. The emerging themes told stories of how academic reputation and personal effects influenced college choice, how socio economic status drove them to persist in spite of their challenges, and how they coped with microaggressions. The data also identified a collective value of accountability, and how it affected their decision to ask for academic support, and told stories of how each research participant persisted in the absence of belonging, struggled to find support on campus, and how much they appreciated the value of positive interactions with faculty. In the end, the data proved the unexpected. With the exception of one research participant, the overwhelming unfavorable lived experiences proved that without an inherent determination to succeed against all odds, the research participants would have not persisted. The institutions failed miserable in providing a climate of inclusivity, belonging, and one that supports retention of Black African American students.
Author: Yolanda Benjamin Lewis
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 148
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Book Description
This phenomenological research involved interviews with Black, African American research participants who persisted and graduated from a four-year undergraduate higher education institution in Minnesota. The purpose of this research was to identify critical factors that positively influenced the retention of Black African American students in higher education. The emerging themes told stories of how academic reputation and personal effects influenced college choice, how socio economic status drove them to persist in spite of their challenges, and how they coped with microaggressions. The data also identified a collective value of accountability, and how it affected their decision to ask for academic support, and told stories of how each research participant persisted in the absence of belonging, struggled to find support on campus, and how much they appreciated the value of positive interactions with faculty. In the end, the data proved the unexpected. With the exception of one research participant, the overwhelming unfavorable lived experiences proved that without an inherent determination to succeed against all odds, the research participants would have not persisted. The institutions failed miserable in providing a climate of inclusivity, belonging, and one that supports retention of Black African American students.
Author: Hinton, Samuel L.
Publisher: IGI Global
ISBN: 1522570225
Category : Education
Languages : en
Pages : 272
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Book Description
As higher educational learning enters a new age, Historically Black Colleges and Universities (HBCUs) are seeking innovative ways to establish strategies to compete with other academic institutions. As establishments that have played a pivotal role in transforming the landscape of higher education, HBCUs are facing rapid transformation and various obstacles leading to questions regarding to the cost, quality, and sustainability of these institutions. Examining Student Retention and Engagement Strategies at Historically Black Colleges and Universities is a pivotal reference source that provides vital research on the role of HBCUs in today’s higher education and the various research methods addressing student retention rates, success levels, and engagement. While highlighting topics such as enrollment management, student engagement, and online learning, this publication explores successful engagement strategies that promote educational quality and equality, as well as the methods of social integration and involvement for students. This book is ideally designed for researchers, academicians, scholars, educational administrators, policymakers, graduate students, and curriculum designers.
Author: Stephanie L. Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 164
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Book Description
Author: Marissa Ashley Boyd
Publisher:
ISBN:
Category :
Languages : en
Pages : 160
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Book Description
Brief Literature Review: While environmental factors play a role in a student's institutional retention, student attitude and behavior may be just as significant to retention and degree completion. Exposure and prior knowledge of the social conventions of academia can be instrumental in preparing students for achieving success in a higher education setting (Farkas, 1996). Students who do not have family or friends who have been exposed to higher education cannot pass down the key tools to be academically successful in college. Students identifying as first generation are often from lower socioeconomic backgrounds and encounter decreased levels of family support, lessened college expectations, and lower educational values among parents (McConnell, 2000; Terrenzini, Springer, Yaeger, Pascarella, & Nora, 1996). Statement of the Problem: Institutions looking to promote the academic persistence of African American students may find that traditional retention practices may not work as well with students of color. Student retention is widely based on student engagement, including academic and social involvement with the campus community (Kuh, 2005). Identifying the ways in which academic and social supports effect attitudes of African American students towards academic persistence will allow colleges and universities to enhance existing programs or create programs to include support for students specifically through means of academic and social integration. Methodology: The study used a quantitative method to conduct research on all undergraduate African American students currently enrolled at a diverse university located in California's capital. The study employed an electronic survey, and 103 students participated in the research. Conclusions and Recommendations: African American students' most influential form of support came from themselves, indicating a high level of academic self-efficacy. The study revealed that African American students did not engage in academic and social activities on campus events with much frequency, but there seemed to be a slightly higher rate of academic engagement utilizing social informality than purely social activities between African American students and their peers. Understanding the influence of both academic and social support systems on student success, specifically African American student success, may allow institutions to foster or create support systems in alliance with academic programs.
Author: Alfred P. Rovai
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
This timely volume brings together a roster of experienced educators and researchers to address the African American achievement gap in higher education. The text provides an overview of recent research on the learning characteristics of African American university students and uses those findings to identify major issues and to foster new and productive inquiry and educational activities. Encompassing both traditional and virtual classrooms, the authors provide research-based strategies that higher-education faculty can use to design courses, pedagogy, and assessments that reach out to all learners in a fair and equitable manner. To help universities close the achievement gap, this book: Describes how African American, hip-hop, and school cultures influence learning and achievement. Identifies racial challenges and offers practical strategies for creating and teaching culturally responsive traditional and online courses. Includes sample lessons and assessment resources that implement many of the strategies described in the book.
Author: Marvel Lang
Publisher: Charles C. Thomas Publisher
ISBN:
Category : Education
Languages : en
Pages : 136
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Book Description
This collection focuses on problems in the recruitment, enrollment and retention of Black students in higher education in America.
Author: Lolita King-Saulsberry
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 370
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Book Description
Author: Adam Petersen
Publisher:
ISBN:
Category :
Languages : en
Pages : 196
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Book Description
Although significant gains have been made in recent years with regard to increasing access to higher education for African Americans, with 38.4% of Black 18 to 24 year-olds enrolled in college as of 2016 compared to just 25.4% in 1990, completion rates have not kept pace. The national six-year graduation rate for Black students at four-year institutions in 2008 was 40.9%, considerably lower than their White peers’ rate of 63.2% (National Center for Education Statistics, 2018). Students that persist at their institutions through the first two years are significantly more likely to graduate (Adelman, 2006), but retention in the first two years is a particular challenge for Black students: one-fifth of all Black students who successfully complete the first year leave before the beginning of the third (Consortium for Student Retention Data Exchange, 2015). Focusing on this second year, then, could provide a meaningful path to increasing graduation rates for Black students at four-year institutions. This study focused on the second year but narrowed that focus further to Black second-year students using an explanatory sequential mixed methods approach, starting with a quantitative inquiry into the factors that contribute to retention for all second-year students at a regional, comprehensive, four-year institution in southern California. The follow-up qualitative phase concentrated on Black students at the institution and their second-year experiences. The results of the quantitative phase suggest that second-to-third year retention is influenced by students’ senses of belonging and connection to the institution, which positively influences both their commitment to the institution and their academic engagement, which has its own direct, positive effect on retention. Belonging is, in turn, strongly influenced by positive relationships with student peers and faculty. The qualitative results highlight Black student experiences across six themes that suggest the importance of student involvement, membership in multiple campus communities, relationships with faculty, and positive self-concepts, as well as the strong negative effect of racial separation. The implications of these results benefit practitioners and researchers who are looking to make positive changes for second-year students on their campuses and improve both experiences and outcomes for Black students.
Author: Theodore S. Ransaw
Publisher: Routledge
ISBN: 1000209997
Category : Education
Languages : en
Pages : 186
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Book Description
This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.
Author: Johnson N. Niba
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 152
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Book Description
