The Influence of Faculty and Staff Messaging on Black Male Community College and Transfer Student Success PDF Download
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Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 121
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Book Description
The exploratory research in this dissertation examined the need for faculty and staff to take additional measures to support and encourage Black males utilizing their services and learning in their classrooms. The focus is on messaging that can come from these campus leaders, and how it can influence Black male community college and transfer students in meeting their educational and professional goals. Each chapter brings to light the importance of messaging that comes from faculty and staff who choose to work on college campuses. They have the opportunity to positively influence the educational outcomes for all students, and specifically Black males. The first article reviewed research regarding the need to step in and help this population of students and reasons why we might want to pursue faculty and staff messages and how they influence their success. As found in the second article, the specific messages that positively predict intrinsic interest are those that remind Black male students that they belong on the campus, deserve to be in college, and are capable of completing college-level work. In the final article, they also benefit positively from messages that show faculty and staff want to get to know them, seek to challenge them, believe in their potential, and request their participation in campus programs and events. Although these studies could stand alone, together they send a stronger message to support the call to action needed to bring community college faculty, staff, and administrators into alignment with the type of messages they are sending.
Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 121
Get Book Here
Book Description
The exploratory research in this dissertation examined the need for faculty and staff to take additional measures to support and encourage Black males utilizing their services and learning in their classrooms. The focus is on messaging that can come from these campus leaders, and how it can influence Black male community college and transfer students in meeting their educational and professional goals. Each chapter brings to light the importance of messaging that comes from faculty and staff who choose to work on college campuses. They have the opportunity to positively influence the educational outcomes for all students, and specifically Black males. The first article reviewed research regarding the need to step in and help this population of students and reasons why we might want to pursue faculty and staff messages and how they influence their success. As found in the second article, the specific messages that positively predict intrinsic interest are those that remind Black male students that they belong on the campus, deserve to be in college, and are capable of completing college-level work. In the final article, they also benefit positively from messages that show faculty and staff want to get to know them, seek to challenge them, believe in their potential, and request their participation in campus programs and events. Although these studies could stand alone, together they send a stronger message to support the call to action needed to bring community college faculty, staff, and administrators into alignment with the type of messages they are sending.
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: Anthony Hancock
Publisher: LAP Lambert Academic Publishing
ISBN: 9783847342595
Category :
Languages : en
Pages : 204
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Book Description
There are many African-American male initiatives in colleges and universities across the Country. Google any one of them and you will find that Black males are being targeted by a whole host of college and universities Coordinators, Directors, Deans, faculty, and administrators. Some are successful, some are not. However, what is most striking is that these institutions understand that problems exist. They understand that the low graduation, persistence, and completion rates of Black males are not a Black problem, but a national problem. This Book examines the retention, completion, and engagement efforts at a Texas two-year historically urban Black Community College. This review of the research literature is a digest of relevant studies and monographs about African American male student success in an urban community college setting. Existing models and theories about student persistence and success at four-year institutions exist, but there are careful distinctions between findings relative to community colleges as well as findings pertinent to African American men as compared to White and Hispanic men, and African American women in this post-secondary landscape.
Author: Michael B. Paulsen
Publisher: Springer
ISBN: 3319128353
Category : Education
Languages : en
Pages : 618
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Book Description
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
Author: Alissa Gardenhire-Crooks
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 69
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Book Description
Author: Lisa S. Kelsay
Publisher: Taylor & Francis
ISBN: 100098107X
Category : Education
Languages : en
Pages : 194
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Book Description
Co-published with This timely volume addresses the urgent need for new strategies and better ways to serve community colleges’ present and future students at a time of rapid diversification, not just racially and ethnically, but including such groups as the undocumented, international students, older adult learners and veterans, all of whom come with varied levels of academic and technical skillsThe contributing researchers, higher education faculty, college presidents, and community college administrators provide thorough understanding of student groups who have received scant attention in the higher education literature. They address the often unconscious barriers to access our institutions have erected and describe emerging strategies, frameworks, and pilot projects that can ease students’ transition into college and through the maze of the college experience to completion. They offer advice on organizational culture, on defining institutional outcomes, on aligning shifting demographics with the multiple missions of the community college, on strengthening the collaboration of student and academic affairs to leverage their respective roles and resources, and on engaging with the opportunities afforded by technology.Divided into three parts – understanding today’s community college campuses; supporting today’s community college learners; and specialized populations and communities – this book offers a vision and solutions that should inform the work of faculty, administrators, presidents, and board members.
Author: Angela Long
Publisher: Taylor & Francis
ISBN: 1000981207
Category : Education
Languages : en
Pages : 287
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Book Description
Overall, nearly half of all incoming community college students “drop-out” within twelve months of enrolling, with students of color and the economically disadvantaged faring far worse. Given the high proportion of underserved students these colleges enroll, the detrimental impact on their communities, and for the national economy as a whole at a time of diversifying demographics, is enormous.This book addresses this urgent issue by bringing together nationally recognized researchers whose work throws light on the structural and systemic causes of student attrition, as well as college presidents and leaders who have successfully implemented strategies to improve student outcomes.The book is divided into five sections, each devoted to a demographic group: African Americans, Native Americans/American Indians, Latino Americans, Asian Americans and Pacific Islanders, and Caucasian students in poverty. Each section in turn comprises three chapters, the first providing an up-to-date summary of research findings about barriers and attainments pertaining to the corresponding population, the second the views of a community college president, and the final chapter offering a range of models and best practices for achieving student success.The analyses--descriptions of cutting edge programs--and recommendations for action will commend this volume to everyone concerned about equity and completion rates in the community college sector, from presidents and senior administrators through faculty and student affairs leaders. For educational researchers, it fills blanks on data about attrition and persistence patterns of minority students attending community colleges.ContributorsKenneth AtwaterGlennda M. BivensEdward BushCara CrowleyMaria Harper-MarinickJoan B. HolmesG. Edward HughesLee LambertCynthia Lindquist, Ta’Sunka Wicahpi Win (Star Horse Woman)Angela LongRussell Lowery-HartJamillah MooreChristopher M. MullinBrian MurphyEduardo J. PadrónDeborah A. SantiagoWei SongRobert TeranishiRowena M. TomanengJames UtterbackJ. Luke Wood
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 322
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Book Description
Author: J. Luke Edd Wood
Publisher: Montezuma Publishing
ISBN: 9780744277654
Category : Education
Languages : en
Pages : 110
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Book Description
This guidebook is divided into four main parts. In Part 1: Foundations of Success for Men of Color, the theoretical perspectives undergirding a revised teaching and learning enterprise that prioritizes the success of men of color are discussed. Also explored are common barriers and challenges facing men of color that necessitate enhanced teaching practices. A key focus of these barriers are on environmental factors (external pressures that occur outside of college that influence student success in college) and on the socialization of men of color in education. Parts II and III articulate the promising practices derived from the comprehensive study of faculty. Specifically, Part II: Building Relationships with Men of Color discusses the establishment of personal relationships with men of color as a foundational precursor to efficacious teaching practices. In Part III: Promising Teaching Practices, the authors address the role of relevancy and interactivity (among other factors) in effectively communicating academic content to men of color. The guidebook concludes with Part IV: A Note to Instructional Leaders with strategies that academic leaders can employ to inculcate the values and approaches discussed in this volume in their departments and colleges.
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.
