Understanding the Lived Experiences of Black Male Community College Student Veterans PDF Download
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Author: Jason Paul Neil Smith
Publisher:
ISBN:
Category : African American community college students
Languages : en
Pages : 0
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Book Description
Black men and veterans can encounter multiple challenges that impede their academic progress. Black undergraduate men, particularly at predominantly White institutions (PWI), continue to fight negative stereotypes at a higher rate than other populations. Student veterans can also feel unwelcomed, alienated, and isolated from the rest of the student body. Currently there is a lack of literature that looks at the intersectional challenges of being both Black and being a veteran in higher education. Grounded in both Critical Race Theory and Veteran Critical Theory, this qualitative study collected the counternarratives of six Black male community college student veterans to better understand their lived experiences. It is hoped that this research will help community colleges better understand how they can support their Black male veteran population. If institutions can better understand what the possible challenges and roadblocks these students are facing, colleges can potentially be more successful with retaining this population and help with the overall success of Black male veterans in their higher education.
Author: Jason Paul Neil Smith
Publisher:
ISBN:
Category : African American community college students
Languages : en
Pages : 0
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Book Description
Black men and veterans can encounter multiple challenges that impede their academic progress. Black undergraduate men, particularly at predominantly White institutions (PWI), continue to fight negative stereotypes at a higher rate than other populations. Student veterans can also feel unwelcomed, alienated, and isolated from the rest of the student body. Currently there is a lack of literature that looks at the intersectional challenges of being both Black and being a veteran in higher education. Grounded in both Critical Race Theory and Veteran Critical Theory, this qualitative study collected the counternarratives of six Black male community college student veterans to better understand their lived experiences. It is hoped that this research will help community colleges better understand how they can support their Black male veteran population. If institutions can better understand what the possible challenges and roadblocks these students are facing, colleges can potentially be more successful with retaining this population and help with the overall success of Black male veterans in their higher education.
Author: Valencia Brown
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 106
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Book Description
The supportive services for African American veteran students at two-year urban comprehensive college is an ongoing issue and a national concern. The purse of this study was to conduct a qualitative phenomenological case study to answer the question: “What Are the Lived Experiences and Expectations of African American Military Students on a College/University Campus?” The following research questions that guided this study was: 1. What are veterans’ perceptions of support services at a mid-western technical college? 2. What college services do veterans students find most useful? 3. What services could the college add to make the college more veteran friendly? Individual interviews were conducted with African American veteran college students. The research concluded that the participants of the individual interviews the need for supportive services for African American veteran students. The following themes identifications surfaced as the needs: Full Time Staff to Run the Veteran Center ; The Veteran Center and MESO office should be in the same location ; Faculty and Staff Training to learn how to work with Veteran Students ; Class on PSTD ; More Resources For Veterans on Campus.
Author: Ted N. Ingram
Publisher: IAP
ISBN: 1641132299
Category : Education
Languages : en
Pages : 274
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Book Description
This volume dedicated to the engagement of African American males in community colleges furthers the research agenda focused on improving the educational outcomes of African American males. The theme engagement also supports the anti-deficit approach to research on African American males developed by renowned research scholars. The true success of African American males in community colleges rests on how well these institutions engage young men into their institutions. This will require community colleges to examine policies, pedagogical strategies, and institutional practices that alienate African American males and fosters a culture of underachievement. The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males. It is our intent that this book will contribute to the growing body of knowledge that exists in this area as well as foster more inquiry into the achievement of African American males. The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.
Author: Carl Stokes, Jr.
Publisher:
ISBN: 9781735920221
Category :
Languages : en
Pages :
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Book Description
This transcendental phenomenological study examined how Black fathers' perception of their own and their father's fatherhood impacts persistence in community college. This study interviewed six Black male community college students with children in New York State. The study posed three research questions: (1) How do Black male college students experience fatherhood (from a son's perspective) facilitating or impeding community college completion? (2) How do Black male college students experience their fatherhood (from a father's perspective) facilitating or impeding community college completion? and (3) In the experience of Black male college students, how do community colleges support Black students who are fathers? Findings show that fatherhood acts as a catalyst to community college completion for Black student-fathers, that children are a central motivation for persistence for Black student-fathers, and support systems in community colleges are lacking for Black student-fathers. The six emergent themes included parenting matters, impenetrable lifelong connections, resilience and progression, desire to be living proof, typical unnecessary obstacles, and true knowledge and acceptance. Recommendations for practice include recognizing Black student-fathers, implementing support programs specific to Black student-fathers, and actively recruiting Black male faculty and support staff. Recommendations for future research include broadening research nationally, including 4-year institutions, and examining student-fathers of different races.
Author: Harlan Harrell
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 131
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Book Description
Research with veterans in community colleges is often framed through a deficit perspective and with a definition of success limited to degree completion. The purpose of this phenomenological study was to understand the lived experiences of student veterans negotiating the acculturation process within the community college canopy through an asset lens. The overarching research question was: What are the lived experience of student veterans negotiating the acculturation process at community colleges, with specific focus on cultural shedding, cultural stress, and cultural learning? Three sub-questions were addressed within the central question: 1) How do student veterans describe the aspects of their military culture that are no longer appropriate in community college culture? 2) How do student veterans describe their own struggles in adapting to the community college culture? and 3) How do student veterans describe the ways in which they successfully integrate military culture into community college culture? The researcher conducted semi-structured interviews with fifteen veterans representing all branches of the U.S. Armed Services who had attended community college in the Mid-Atlantic region. Analysis of data revealed major themes and subthemes and the following results: 1) veterans enroll in community college with diverse short- and long-term goals, including, but not limited to, degree completion; 2) veterans' educational benefits, especially the GI Bill's basic allowance for housing, influence student veteran enrollment and persistence in community college; 3) veterans maintain and wish community college classmates exhibited valued aspects of military bearing; 4) veterans value rules but community college bureaucracy creates cultural stress, and 5) veterans thrive in the community college canopy as part of their ongoing struggle. Based upon these results, the researcher offers recommendations for practice and future research.
Author: Khalid Akil White
Publisher:
ISBN: 9781321213249
Category :
Languages : en
Pages :
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Book Description
This case study provides an in depth view of the experiences of African American male students within the California Community College (CCC) system at one Northern California site. Each young man interviewed is or was an active participant in an on campus support program specifically for African American males. The participants' experiences as African American male students enrolled in a California community college, lead to a greater understanding of African American males in the California Community College system, as a demographic. Findings suggest the importance of appreciating the stories and lived experiences of the subjects prior to joining the on campus group for later success at the Community College level. Findings suggest that this all-male, student support group created a means of increasing student persistence, retention and transfer rates. Moreover, findings show how African American male students' academic engagement, self-perception and interpersonal relations are positively impacted by their participation in the group. Thus, the practices of this all-male support group should be replicated across the California Community Colleges. The all-male support group is demonstrative of an effective means that the California Community Colleges could employ to increase the persistence, retention, completion and transfer rates of their male students, in general and for African American students specifically. Further, the findings suggest the utility of the all-male support group on campus as positively affecting the educational and personal circumstance outcomes of African American male students. Future research could be employed to better uncover the positive components that undergird the effectiveness of the all-male support group on campus for African American male students. In summary, the participants appear to have greater perceived engagement with the Community College experience through the all male support group.
Author: Maisha N. Jones
Publisher:
ISBN: 9780438209480
Category : African American community college students
Languages : en
Pages : 169
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Book Description
Abstract: Contrary to the rhetoric around a post-racial United States, Black male students are not experiencing equitable outcomes in higher education. Community colleges are a critical access point to higher education for Black males; however, they are not graduating, transferring, or entering the workforce at an acceptable pace. The purpose of this qualitative study is to explore Black male students’ perceptions of their community college experience. The Five Domains Conceptual Model is a holistic framework utilized to address inequitable outcomes for Black males in community colleges. A constructivist approach to this qualitative inquiry reveals unique strengths and challenges of 17 Black male students as they navigate the community college environment for success. Findings from this study illuminate the importance of human agency (e.g., background factors, self-efficacy, and aspirations) coupled with institutional responsibility (e.g., faculty engagement, campus climate, and campus resources) to improve academic outcomes for this disproportionately impacted student group. Recommendations for addressing inequitable outcomes for Black male students include policy to sustain funding for Black Male Initiatives, equity-minded practices for faculty hiring and professional development, and future research that extends this inquiry to other marginalized student populations.
Author: Shantay Renee Grays
Publisher:
ISBN:
Category :
Languages : en
Pages : 210
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Book Description
Over the past two decades there have been increasing concerns about the steady decline in higher education attainment levels of African American males. There is extant literature that on African American male academic achievement and success in four-year institutions from a deficit model perspective. There is little research on high-achieving African American male students, specifically in community colleges. This study examined the lived experiences of six high-achieving African American male students enrolled in a large urban community college. The research study brings to light the perspectives of academically successful young men as well as their interpretations and understandings of how their lived experiences contributed to their academic development and success. This qualitative study responded to the following research questions: (1) What secondary school experiences do high-achieving African American males perceived as contributing to their academic success? (2) What personal experiences do high-achieving African American males perceive as contributing to their academic success in a large urban community college? (3) What institutional programs or services do high-achieving African American males perceive as contributing to their academic success in a large urban community college? The participants were 6 high-achieving African American and Black males attending a large urban community college located in in the Texas Gulf Coast region. Data were collected through semi-structured interviews. The analysis of the data yielded ten major themes (1) College Preparation, (2) High School Peer Influence, (3) Extracurricular Activity Participation, (4) Self-Motivation, (5) Family Interactions, (6) Adjustment to College, (7) Engagement, (8) Participation in Student Organizations, (9) Leadership Development Programs, and (10) Academic Support Services. The information gleaned from this study may contribute to the scarce body of knowledge that examined factors that contribute to the academic success for high-achieving African American men in a community college.
Author: Brandon C. S. Wallace
Publisher:
ISBN:
Category : African American community college students
Languages : en
Pages : 0
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Book Description
The purpose of this narrative inquiry was to explore the stories of six African American men who graduated from a community college in the Mid-Atlantic region in 2020 during the COVID-19 global pandemic. These stories are important, as they contrast with numerous deficit-framed studies that showcase completion data on how African American males academically lag in juxtaposition to their collegiate peers; these stories of success are even more important now, as the enrollment of Black males in community colleges has declined during the global pandemic and community college leaders have been focused on increasing recruitment and completion rates among all students, including African American males. By applying Bush and Bush's (2013) African American Male Theory, this research sought to elevate the voices of Black men, particularly regarding the stories they shared that gave credence to the supports and interventions they used to complete their degrees. The three research questions that guided this study were: 1) What stories do Black males share about their academic experiences throughout community college during COVID-19? 2) What stories do African American males share about their personal lives, beyond academics, throughout their community college experiences during COVID-19? 3) What stories do African American males share about people or support programs that assisted them in successfully graduating community college during COVID-19? Data were collected using one-on-one, semi-structured interviews and restorying. The responses of six African American males who graduated from a Mid-Atlantic community college in 2020, particularly during the COVID-19 crisis, shaped the findings of this study, along with also helping to shape the summary and implications for future studies. The data analysis, using narrative thematic analysis, indicated that the participants found ways to create familial and cultural connections between and across academic and non-academic contexts, which ensured their ultimate successes, even with multiple barriers and often elusive supports. It was significant to note the lack of employment security for some of the participants, as well the direct impact that COVID-19 had on the instructional reception of the participants in this study.
Author: Derrick R. Brooms
Publisher: SUNY Press
ISBN: 1438463995
Category : Education
Languages : en
Pages : 268
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Book Description
Explores how race and gender matter on campus and how Black males navigate college for academic and personal success. This work marks a radical shift away from the pervasive focus on the challenges that Black male students face and the deficit rhetoric that often limits perspectives about them. Instead, Derrick R. Brooms offers reflective counter-narratives of success. Being Black, Being Male on Campus uses in-depth interviews to investigate the collegiate experiences of Black male students at historically White institutions. Framed through Critical Race Theory and Blackmaleness, the study provides new analysis on the utility and importance of Black Male Initiatives (BMIs). This work explores Black mens perceptions, identity constructions, and ambitions, while it speaks meaningfully to how race and gender intersect as they influence students experiences. Well written and informative, this exciting project cuts across many of the strengths of previous publications and fills significant theoretical and methodological gaps by focusing on authentically voiced Black men who are finding and making their way in higher education and in life. James Earl Davis, coeditor of Educating African American Males: Contexts for Consideration, Possibilities for Practice
