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1
Noesen, Cristin A. "Do you feel me? engaging African American males in an English composition classroom /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/667.
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Phillips, Adrienne Louise. "Keepin' it real the black male's (dis) ability to achieve in higher education /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1447Phillips/umi-uncg-1447.pdf.
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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Feb. 28, 2008). Directed by Hephzibah Roskelly; submitted to the Dept. of English. Includes bibliographical references (p. 136-144).
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Freeman, Pamela Telia Barber. "Presidential profiles in higher education : perspectives from African American women /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1993.
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4
Tollerson, Latrice Jones. "Challenges of African American Female Veterans Enrolled in Higher Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6139.
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African American women represent 19% of the 2.1 million living female veterans. They are the largest minority group among veteran women; however, little is known about the challenges that they face when they transition to a postsecondary learning environment. The purpose of this qualitative study was to understand better how this cohort of veterans who served in the U.S. Army during military campaigns in the Middle East overcame transitional challenges to higher education. This study utilized Schlossberg's adult transition theory and identity formation as described in Josselson's theory of identity development in women. The focus of this study was on how female veterans constructed meaning as they overcame transitional challenges and coped with change. The research questions focused on understanding the perceived social, emotional, and financial needs and discerning to what extent faculty and staff helped or hindered their academic success. Purposeful sampling strategies were used to select 12 veteran African American females who attend higher education to participate in semistructured interviews. Thematic analysis of the data indicated that being a better role model and provider; facing financial difficulties; and balancing home, school, and career were among the key findings. These findings on challenges of African American female veterans' experiences can be used to inform university administrators, state employment agencies, the Army's Soldier for Life Transition Program, and the U.S. Department of Veterans Affairs. This study contributes to positive social change by providing understanding to institutions of higher education regarding the transitional experiences of African American female veterans and the need to implement programs to assist them better.
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Grant, Terry Vincent. "African American Males' Perception of the Barriers in Higher Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7383.
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Individuals who earn a college degree increase their chances of stable employment and decrease their chances of committing crimes. Fewer African American males earn college degrees compared to European American, Asian American, and Hispanic American males. The purpose of this qualitative, multiple case study was to explore how barriers to education are developed, how they affect the education of African American males, and how those perceived barriers may be overcome. This study was framed by 2 theories: Steele and Aronson's stereotype threat and McClelland, Atkinson, Clark, and Lowell's achievement motivation. The six participants for this study were male college graduates who self-identified as African American. The participants were recruited through social media invitations and referrals. An invitation to participate was posted to social media sites LinkedIn and Facebook. Participants were asked to respond to the social media invitation and complete a Survey Monkey questionnaire. The participants were selected based on two indicators; the geographic location between Beaufort South Carolina and Jacksonville Florida and having a college graduation date within the past 2 years. The participants revealed barriers of focus, disability, family schedule, and disability. The African American males who participated in this study used support systems of family, classmates, and the university faculty and staff to overcome their barriers. The findings from this study may provide educators, students, and parents with information on the barriers to higher education for African American males and some of the strategies used to overcome them. The information gained from this study may allow educators to make changes to the curriculum. Parents may understand how to approach school issues with their children, and students will have strategies to help them overcome similar barriers.
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Ausmer, Nicole. "Redefining leadership: Examination of African American women serving as presidents in institutions of higher education." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243164670.
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Berry, Ruben Dean. "Athletic commodities: The African-American male student-athlete in higher education." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279889.
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Most of the focus and support given to student-athletes is during the time of eligibility. After the eligibility expires, some of these athletes disconnect themselves from the athletic department and become a mere memory of the past. The myriad of unique challenges facing former student-athletes who have not graduated or retired from sports are well documented. Dexter Manley of the Washington Redskins tearfully told a U.S. Senate panel on illiteracy that despite his four years at Oklahoma State University, he had neither graduated nor learned to read. Kevin Ross, former basketball player who did not graduate, complained on national TV talk shows that he had never learned to read in four years at Creighton University (Byers, 1995). To alleviate some of the problems, I decided to focus my study on the college experiences of African-American student-athletes to better understand the complexities that they encounter during and after their athletic scholarship. The long-term objective is to establish a service oriented, salubrious program for former student athletes once their eligibility expires along with their retirement from sport. After perusing a myriad of reports of the exploitation of student-athletes in the revenue producing sports, the research questions became: Are these accounts typical? Universal? Do most athletes experience exploitation and abuse? African-Americans more than other racial groups? How representative are these commentaries of the actual sports experiences of college sport participants? In this investigation I will focus on African-American college athletes' attitudes, opinions, experiences, and perceptions surrounding exploitation.
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Guiffrida, Douglas A. "African American college students perceptions of success at a predominantly White institution." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
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Pollard, Gloria Joan. "The role of higher education in African-American community development : perceptions from Green Pastures /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1993.
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Jackson, Princess D. "A Program Committed to the Persistence of African-American Males in Higher Education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9082/.
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This qualitative study described and examined the characteristics, components and theoretical design of the Student African-American Brother (SAAB). The SAAB is a national program that seeks to increase the academic and social integration of African-American males in higher education to increase their potential to graduate with an undergraduate degree. The SAAB's academic and social integration strategies were compared to Bean and Bennett's conceptual model of black student attrition to determine the congruency between the organization's strategies and the theoretical framework. The methodology was case study. Thirty semi-structured interviews were held with past and current members of the organization to gain a broader knowledge of the SAAB strategies and interventions used to promote their academic and social integration. The research revealed the SAAB applies a three dimensional approach which consists of providing a supportive environment, supporting academic goals, and encouraging campus and community involvement. This approach increases the students' understanding of the organization and structure of the higher education setting to yield successful matriculation through a four year college or university.
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Jackson, Princess D. Newsom Ron. "A program committed to the persistence of African-American males in higher education." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9082.
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Scott, Tamekia M. "Life histories of African American women senior student affairs officers." Thesis, Northern Illinois University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158967.
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<p> The purpose of this qualitative research, guided by Black Feminist Thought, was to examine the experiences of African American women senior student affairs officers to understand the strategies they utilized to advance their careers. Participants included six vice presidents/chancellors for student affairs (reporting directly to the president of the institution) and one dean of students reporting to the vice president for student affairs. The participants’ recounted raced and gendered experiences during their journey to <i> becoming</i> a senior student affairs officer into their journey of <i> being</i> a senior student affairs officer. Their shared experiences were based on tokenism, hyperawareness of systemic racism and sexism, and perceptions of leadership styles verses angry Black woman. They also reported support systems such as mentors, sponsors, spirituality, and family that influence their thoughts, decisions, and motivation to continue in the field of student affairs and ultimately in higher education. The implications of the study encourages and challenges African American women and other women of color who are administrators to share their professional experiences to continue to enlighten scholarship and practice while encouraging institutions to provide funding, personnel resources, and training for all employees.</p>
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Mason, Gregory K. "The Role of Mentoring in Developing Future African American Community College Presidents." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930282.
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<p> American community colleges are facing the dual dilemma of replacing the increasing number of presidents who are retiring, and promoting more diversity among their successors. Mentoring is viewed as a way of helping minority faculty and administrators acquire the knowledge and skills necessary to advance successfully into senior leadership roles. This study utilized a mixed-methods phenomenological approach to explore the differences in the perceptions of preparedness for their first presidency among Black/African-American community college presidents, who were mentored through an afro-centric leadership development program; other formal, national leadership programs, or mentored informally. The study was framed by five research questions exploring possible differences in participants’ backgrounds, career paths, and perceived impact of mentoring. Survey findings revealed few demographic differences among the respondents. Themes emerging from qualitative interviews of 12 randomly selected presidents indicated differences in perception regarding the impact of the psychosocial and career development aspects of mentoring in preparing for the presidency. The study identified the importance of context in determining the types of mentored relationships, and may offer insights regarding the role of mentoring in developing future minority presidents.</p><p>
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Hussein, Hassen. "The Teacher-Student Interactions and Academic Achievement of African American and African Immigrant Males." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267844.
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<p> This quantitative survey questionnaires study compared the teacher-student interactions (TSI) and academic achievement of African-American and African immigrant undergraduate males. The academic achievement gap between different population groups provided the impetus for the study. While African Americans have been described as under-achievers in the literature, their African immigrant counterparts have at times been dubbed a model minority. However, studies on differences in TSI between the two groups are scant. Students’ perceptions of TSI were assessed using two existing instruments, the <i>Experience with Faculty Scale and Student-Professor Interaction Scale.</i> Grade Point Average (GPA) was used as proxy for academic achievement. Traditional (ages 18-24) undergraduate Black male students at an Upper-Midwestern university constituted the population for the study. With a sample size of sixty (n1=30, n2=30), hypothesis testing was done using Chi-Square, the Fisher Exact test with Freeman-Halton extension, and Ordered Logistic Regression. Although the study did not show statistically significant differences in TSI as well as academic achievement between the two groups, it revealed that there was a statistically significant difference between the two groups in how often students discussed their career plans and academic ambitions with faculty. Moreover, contrary to prior literature; African immigrants in this study did not significantly outperform African Americans on self-reported GPA—casting doubt on the depiction of African immigrants as a monolithic group and a hyper successful model minority. Two incidental and yet important findings also emerged from the study. First, among students reporting having positive TSI, African immigrants were twice as likely as African Americans to describe it as very strong. Second, only one-fourth of the participants hailed from non-college-educated households. The meaning of the findings and implications for higher education are discussed. </p>
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Townsend, Yvonne. "Examining Gender Differences in Persistence in Higher Education Among African American Students." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/118.
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This Study examined issues related to persistence in higher education among African American students, using the prominent model proposed by Vincent Tinto. The intentions were to examine the growing gender gap among African American students. The study examines factors from the Tinto model such as high school GPA, College GPA, college social integration and academic integration to try and explain the effects of gender among African American students. This research also attempts to elaborate the Tinto model by considering high school extracurricular activities as a pre-entry attribute that has an effect on persistence in higher education. Use of the Tinto model, even in an elaborated state, did not explain the effects of gender among African American students. This research suggests that other factors not included in the model have some effect on student persistence; one such factor could be gender socialization which can lead to different patterns in educational achievement.
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Middleton-Hinton, Aldison. "Understanding Barriers African American Teenage Mothers face in Pursuit of Higher Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4536.
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Researchers have found that social workers have difficulty identifying their roles in responding to the barriers African American teenage mothers face in pursuit of higher education. This action research project explored the roles social workers play in responding to the barriers African American teenage mothers face in pursuit of a college education and how social workers responded. The ecological systems theory was used to help understand this phenomenon. An action research methodology was used to collect data from 6 licensed social workers who worked with African American teenage mothers. Three focus groups were facilitated to explore the social work practice problem. The data were collected, transcribed and coded using an open coding and thematic analysis process. Findings revealed 5 overarching themes: 1) emotions; 2) barriers; 3) support systems; 4) success factors; and 5) social work practice approaches and implications. Findings indicated that these social workers responded to the barriers African American teenage mothers face by exploring teenage mothers' emotions as well as their own emotions, by using appropriate social work practice approaches, and exploring the factors that contribute to teenage mothers' success. Participants also responded by acknowledging teenage mothers' support systems and by addressing the actual barriers while in the roles of case manager, educator, broker, and advocate. These findings affect positive social change across all systems of society by guiding social workers to find and implement feasible and sustainable psychosocial interventions to address identified barriers. Eliminating these barriers provides higher educational opportunities for African-American teenage mothers.
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Fregoso, Julio. "Through the pipeline| Degree aspirations of African American and Latino males enrolled in California community colleges." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590911.
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<p> This quantitative study examined the transfer and degree aspirations of African-American and Latino males enrolled in California community colleges. Carter's (2002) theoretical and conceptual framework on the degree aspirations of African-American and Latino students was utilized to frame this study. Using secondary data from CCSSE, t-tests, factor analyses and logistic regression analyses were completed to compare the experiences of African American and Latino males and predict their transfer and degree aspirations. Findings include that self-reported data on GPA, obtaining or updating job skills, changing careers, and institutional size were predictors of associate degree aspirations. For the outcome transfer aspirations, predictors were race, sources used to pay for their tuition, and experiences that contributed to their academic, cognitive, and technical skills at the community college. Implications for future research and practice are discussed.</p>
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George, Terrance Christopher. "Perceptions of African-American Males on Retention: Two Focus Groups." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1086.
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The intent of this study was to identify the issues that impact the retention of African-American, Black males in college. The study was of two small focus groups comprised of African-American students of various grade classifications from a regional comprehensive university in the southeast. These focus groups were comprised of up to but no more than six students. The decision on the group size was made to allow all of the students’ ample opportunity to respond to the eight questions used in the focus groups. The student groups attended the university main campus as well as the university South Campus where developmental courses are taught. The students were from both rural and urban backgrounds, as well as single parent and traditional family backgrounds.
Various themes emerged as a result of this study which includes: importance of family support prior to college and during the student’s college career. Additionally, the role of mentors was identified as affecting the student’s retention in college. There was also discussion of how Black males are viewed on campus by other Black students, as well as other students and the faculty and staff.
It can be concluded that several factors have affected the retention of this small group of African-American males in higher education. The information gathered shows that family support is a key cog in the retention of this group; in addition, the role of mentors in their education was very important to this group of students.
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Adair, Angela. "Instructors' communicator style in the college classroom: Perceptions of African American and European American students." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2053.
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Edmondson, Frederick Stephen. "Effects of a faculty mentoring program on African-American and Hispanic-American college students: Self-disclosure, self-esteem, solidarity, and academic achievement." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2585.
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The purpose of this study was to examine self-disclosure, self-esteem, and solidarity in the mentoring relationship and the subsequent impact on academic achievement regarding African and Hispanic American college students. The Faculty Mentor Program is a component to meeting the challenge of improving retention and graduation rates for African and Hispanic Americans at California State universities. There were 287 subjects of which 83 responded to the survey. The subjects were members of a Faculty Mentor Program at a California State University. The survey consisted of the Wheeless Solidarity Scale, the Wheeless Five-Factor Disclosiveness/Disclosure Scales, and the Coopersmith Self-Esteem Inventories (Adult form). The hypotheses stated that there is a significant positive relationship between the amount of interpersonal contact and the protege's self-disclosure; between self-disclosure and self-esteem; between self-disclosure and solidarity; between protege solidarity and protege self-esteem; among the variables self-disclosure, self-esteem, solidarity, amount of contact, and academic achievement; between the amount of time the protege has been in the Faculty Mentor Program and level of academic achievement. Statistical procedures used for analyzing data were analysis of variance, content analysis, multiple regression, Pearson Product Moment Correlation, summary-comparison analysis, and t-test. The Pearson Product Moment Correlation disclosed a significant positive relationship between self-disclosure and solidarity and no statistical positive relationship for self-disclosure and self-esteem, solidarity, and self-esteem, and grade point average and time with the mentor program. A multiple regression revealed a statistical significance between self-esteem and grade point average. A summary comparison analysis disclosed that the proteges found the mentor relationship helpful and the program to be helpful.
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Sky, Lark Taj'ullah X. "From homeschool to college| Exploring transition experiences of homeschooled African American students at Predominantly White Institutions." Thesis, Hampton University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629586.
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<p> There is a gap in the research aimed at exploring the college transition experiences of homeschooled African Americans into Predominantly White Institutions (PWIs). The past research has been rudimentary, demographically limited, and anecdotal with predominantly White homeschoolers as research subjects. This qualitative study explored the transition experiences of eight homeschooled African American students into PWIs guided by Tinto's student transition theory. The study found the transition experience of homeschooled African Americans into college and university learning environments of PWIs consisted of typical transitional experiences common to most college students learning the culture of a new environment. This study also found that while homeschooled African Americans faced similar transition challenges as identified by established empirical research on the experience of African American college students attending PWIs, these challenges were not barriers to their academic success or retention.</p>
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Babers-Henry, Markeshia M. "Psychological and physical health predictors of academic achievement for African American college students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590906.
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<p> The purpose of this quantitative study was to identify psychological and physical health factors that influence African American college students' academic achievement using secondary data from the American College Health Association's National College Health Assessment (ACHA-NCHA). Using Bronfenbrenner's ecological systems theory, this study explored the influence of health variables on African American college students' academic experiences. Independent sample t-tests were used to analyze gender differences between African American female and male college students. Factor analyses and a Logistic regression was used to ascertain the influence of psychological and physical health factors on African American college students' academic achievement. Findings of this study highlight personal health issues, future help-seeking behavior, and impeding emotional experiences as significant predictors of academic achievement for all African American students. Implications for practice and recommendations for future research are reviewed.</p>
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McCline, LeeAntwann S. "Perceptions of challenges to retaining African American male graduate students in higher education /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131575589.pdf.
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Cole-Morton, Gladys S. "Experiences and Expectations of an African American Male Veteran Student in Higher Education." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2301.
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Since the Post-9/11 GI Bill an increasing number of veterans and military students are seeking to complete degrees online and through enrollment at campuses across the nation (Brown 2011). The increased number of military students in postsecondary education settings presents challenges and opportunities for both the veteran student and institution of higher education. Military students also referred to as veteran students are choosing to pursue postsecondary education for occupational and employment opportunities, personal growth and enrichment, and to use their Post-9/11 GI education benefits. It is expected that military personnel with past military service in Afghanistan and Iraq will become a growing student population enrolled in U.S postsecondary education. The purpose of this study is to evaluate the experiences and expectations of an African American male veteran student at an institution of higher education.
This qualitative research study included an in-depth interview with an African American male veteran student. Through interviewing the participant, I listened to the experiences and expectations from an African American male veteran student from Iraq War who attended a state assisted predominantly Caucasian university. The collection and analysis of his stories gave me an understanding of his diverse needs, experiences, and expectations.
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Edwards, Elaine A. "African American Student Retention in the Reserve Officer Training Corps (ROTC) Leadership Program." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/982.
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The percentage of qualified African American senior military leaders is significantly lower than the percentage of African Americans serving in the enlisted ranks. With the changing demographics of the 21st century, increasing the number of African American Army officers is a practical as well a moral issue. The purpose of this mixed methods study was to understand African American cadets' perception of the Army Reserve Officer Training Corps (ROTC) Leadership Program and the impact of ROTC on their lives. The theoretical basis for this study is Sternberg's theory of intelligence and Woodman, Sawyer, and Griffin's theory of organizational creativity. The research problem explored the relationship between African American college student retention and their success in ROTC programs. A random sample of 23 junior and senior ROTC cadets at a Historically Black College and University completed a self-administered survey; 12 cadets later participated in an unstructured focus group interview. A statistical analysis revealed positive correlations between African American college student retention and the level of support offered by institutions, families, and peers. Qualitative analysis using the phenomenological approach resulted in data that supported the statistical findings. Results of this study may lead to positive social change through the identification of student influences that promote academic and military achievement, as well as effective retention strategies for African American Army ROTC cadets. Understanding the perceptions of African American cadets about ROTC programs can enhance recruitment and retention efforts of administrators and instructors in both ROTC and higher institutions of learning.
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Brinkley, Edna. "The relationship of racial identity and gender role identity to voice representations of African American women in higher education." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3024997.
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Chandler-Melton, Jamiyla. "Factors that Impact African American High School Equivalency (HSE) Students' Pursuit of Higher Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2474.
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African Americans account for a disproportionate percentage of students who pursue college education in comparison to European Americans. Indeed, a considerable number of African American High School Equivalency (HSE) students are not enrolling in college once they earn their HSE diploma. The purpose of this qualitative case study was to examine 3 African American HSE students' perceptions about factors that influenced their pursuit of higher education at the selected HSE study site. These 3 students were selected for their inclusion because of their ethnicity, enrollment in the HSE program, academic underpreparedness and lack of pursuit of higher education, and strong feelings to share about the phenomenon under study. The theoretical framework was based on Vygotsky's sociocultural theory of human learning. The research question focused on assessing African American HSE students' lack of pursuit of higher education. Semistructured focus group interview and individual interview data were thematically analyzed using open-coding. Findings revealed that participants believed the lack of high school credentials, family background, intrinsic motivation and educational values, sociocultural influences, teacher and peer influence, and socioeconomic factors impacted their pursuit of higher education. A professional development project was developed based on study findings to provide HSE educators with training on the HSE exam, Common Core State Standards, and best practices to enrich the academic achievement of African American HSE students at the study site. Results have implications for positive social change among African American HSE students by emphasizing the importance of higher education on educational, sociocultural, professional, and personal advancement.
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Bennett, Sean T. "African American student perception of persistence in engineering at a predominantly white institution." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10116308.
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<p> This study examines African American student perceptions of persistence in engineering. The research design is methodologically qualitative using a purposefully selected population of engineering students. Semi-structured interviews were designed to develop an in-depth understanding of what completion of the engineering degree means to African American engineering students. This research seeks insight into the linkages between African American student perceptions of persistence as it relates to both the academic and social culture of the engineering department. </p><p> Vincent Tinto’s model of Institutional Departure (1975, 1987) is one of the most commonly cited models of persistence in higher education (Braxton, Milem, Sullivan, 2000). Tinto’s model was leveraged in this study to understand perceptions obtained through student interviews. Tinto suggests that exploration of student goal commitment and perceptions of institutional commitment are key to understanding student persistence. Results of this study suggest that African American students have perceptions about the university that may influence the decision to persist in engineering. Ultimately, this study may prove useful to researchers and administrators interested in improving access and success for African American engineering students.</p>
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Wright, Brenda W., Donald W. Good, and Jim Lampley. "Persistence in Learning: Expectations and Experiences of African American Students in Predominately White Universities." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3001.
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This study addressed the academic, cultural, and social expectations and experiences of 20 African American juniors and seniors at two predominantly White universities in the Southern Appalachian region of the United States. The participants’ described experiences revealed how institutional practices promoted or obstructed their persistence to graduation. Findings indicated a dissonance between the students’ academic, cultural, and social expectations and experiences primarily caused by unanticipated racist experiences in the classrooms, on the campuses, and in the campus communities-at-large. Positive relationships with administrators, faculty members, and staff emerged as the most significant contributors to the students’ capability to safely and successfully navigate academic, social, and cultural pathways leading to graduation. Recommendations based on the results of the study are provided for university administrators, faculty, and staff who are committed to improving the college experience and persistence to graduation rates for students of color matriculating at predominantly White universities
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Goodwin, Yvonne Allen. "Stopping but never letting go: A qualitative study of African American adult students pursuing high school completion." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
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Mason-Mathews, Wendy Cassandra. "A Phenomenological Study Examining the Experience of First-Generation,African-American Female Students Attending a Community College." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1436988771.
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Smith, Monica Paulette. "Historically Black College and University Presidents' Perceptions of Their Role in the Civic Engagement of Their Institutions and Students." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272918.
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<p> The purpose of this study was to investigate Historically Black College and University (HBCU) presidents’ perceptions of their role in preserving and promoting civic engagement at their institutions. HBCU presidents from six institutions with exemplary civic engagement initiatives responded to semi-structured interview questions. These questions were centered on identifying key factors and variables associated with how their institutions categorize civic engagement, and the degree to which civic engagement is integrated with their missions. A review of research confirmed a dearth of empirical studies about the leadership attributes of HBCU presidents and the extremely limited research on HBCU civic engagement. Because the phenomenon of HBCU civic engagement can be defined with complexity and contextualization, the study utilized a qualitative research design with two central research questions guiding data collection and analysis. The study examined the role HBCU presidents provide in the preservation and promotion of their HBCU's civic engagement mission. It also examined their perception of the value and impact civic engagement has on the overall success of students at these institutions. Coding analysis yielded three leadership strategies that HBCU presidents implement: presidential community presence; leveraged presidential influence; and community messaging congruence. The result of these three leadership strategies is a distinctive HBCU institutional responsiveness to Black communities. New terminology, liberation engagement, and a theoretical paradigm are offered to explain the unique civic engagement of HBCUs based upon presidents’ perspectives. Keywords: HBCUs, presidential leadership, civic engagement, HBCU students, HBCU community engagement, liberation engagement</p><p>
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Respress, William. "Perceptions of African-american Males Regarding Factors Supporting Doctoral Completion in Colleges of Education." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2970.
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The primary purpose of the study was to examine what institutional factors most influenced the decision of African-American male doctoral scholars to persist unto graduation. The literature review showed mentoring, institutional climate, race relations, and social adjustment as key factors in persistence of minorities in graduate studies. An objective specific to the study was to explore the cumulative outcomes that mentoring, social adjustment, institutional climate, and race relations have upon persistence. The population included scholars at both Predominantly White Colleges (PWIs) and Historically Black Colleges and Universities (HBCUs) throughout the United States in Colleges of Education. One hundred sixty-four scholars responded representing a return rate of 96%. The African-American Male Doctoral Scholar Survey was employed to collect data. Analyses of the data included ANOVA, independent sample t-tests, analysis of frequencies, percentages of responses, and Tukey's Post-hoc analysis. Responses to open-ended questions were analyzed and cited from comments written by scholars. There were six major findings. Factors affecting scholars' decision to persist unto graduation at PWIs differed from those who attended HBCUs when considering mentoring, social adjustment, race relations, and institutional climate. No significant differences were discovered between age groups upon the decision of scholars to persist. Employment classification affected persistence of scholars at both types of institutions. Institutional geographical location affected the decision of scholars to persist. Scholars' classification status did not affect persistence at either type of institution. The number of scholars within the department significantly influenced persistence unto graduation. Recommendations were made for replication of the study and refinement of the instrument. A 13-point institutional plan of action was developed toward improving the persistence rate of scholars. A 12-point plan was developed to assist scholars in achieving a successful doctoral experience.
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Smallwood, Argyle Jeanine. "Challenges African American Students Face When Adjusting to Predominantly White Institutions." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1465.
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The purpose of this case study was to explore the challenges African American students face when adjusting to predominantly White institutions and to review these institutions' diversity policies to determine whether the institutions are aligned with African American students' needs. The study was based on critical race theory to examine whether and how racial microaggressions influence racial tension at the predominantly White institutions selected for this study. The research questions were used to gauge (a) the level of comfort among African American students attending one of these predominantly White institutions, (b) their overall satisfaction with their decisions to attend the institution, and (c) whether an active diversity policy could be found at that institution. Qualitative data were collected from a sample of 107 African American students attending 1 of the 6 predominantly White institutions selected for this study. Descriptive statistics of cross-sectional survey data, along with the diversity policy within each institution, were employed to measure (a) the mean and standard deviation of participants' satisfaction with the environment their campus provided, (b) the decision to attend their institution, and (c) the awareness of their institution's diversity policy. The chi-square test was conducted to test student awareness of the diversity policy and their satisfaction with the organization of the policy. The results from this test were significant (p < .01), showing that the participants were aware of their institution's diversity policy and the protection it provides. Through effective policy changes, predominantly White institutions can positively affect graduation and retention rates among African American students and provide a greater opportunity to promote positive social change.
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Marbury, R. Kevin (Robert Kevin). "African-American Senior Administrators of Colleges and Universities in American Higher Education: Identification of Characteristics in Their Career Progression." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277660/.
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This study identified and compared characteristics in the career progression of African-American college presidents of institutions in the continental United States. The study was concerned with personal, educational and professional characteristics of these senior level administrators. From a population of 141 individuals, 73 presidents participated in this study. Frequencies, means, percentages, chi-square, crosstabulations and analysis of variance (ANOVA) were employed in the analysis of data. The level of significance was set at 0.05.
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Wright, Brenda W., Don Good, and Jim Lampley. "Expectations and Experiences of African American Students at Two Predominantly White Universities in Southern Appalachia." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3042.
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Johnson, Susan Denita. "Terms of engagement what matters to African American college student participation in educationally purposeful activities /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278241.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3758. Adviser: George D. Kuh. Title from dissertation home page (viewed May 8, 2008).
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Simmonds, Robert M. "A policy analysis of the federally mandated undergraduate desegregation criteria measured by retention strategies for minority students at a senior public traditionally white institution in Virginia." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618310.
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The purpose of this research was an analysis of the implementation of the federally mandated undergraduate desegregation criteria. This research looked at the development of policy at the federal level, and the subsequent response by the State of Virginia and Virginia Commonwealth University.;Virginia Commonwealth University was selected for this study for two reasons: (1) Virginia Commonwealth University is located in an urban setting which has the largest black population in the state, and (2) this institution has the largest target (identified by the state) of black enrollment than any other public senior institution in Virginia.;Retention strategies were used to measure the implementation of the federal criteria at the institutional level, and the Institutional Integration Scale was used to measure the minority student's academic and social integration with the institution.;It was hypothesized that: There is no statistically significant relationship between the perceived integration of minority and nonminority full-time freshmen students at Virginia Commonwealth University. In addition, several policy questions were addressed: (1) Do the minority retention programs developed by Virginia Commonwealth University incorporate the successful retention elements identified by the retention literature? (2) Do at least half of the freshmen minority students utilize the retention programs? (3) Do the responses of minority students to the Institutional Integration Scale reflect the minority student's participation in the retention programs developed at VCU? (4) Do the federally mandated undergraduate desegregation criteria set forth a policy that will help institutions develop minority retention strategies while meeting the complexity of student retention? and (5) Do the retention strategies outlined in "The Virginia Plan" provide public senior institutions with examples of successful retention programs or identify variables most likely to affect minority student retention?;In conclusion, there was insufficient evidence from the survey to reject the null hypothesis. The content analysis, however, revealed that the federal undergraduate desegregation criteria lacked elements of successful policy development. In addition, the federal policy lacked direction for the development of retention programs, and a clear understanding of higher education in general.;Policy must be succeeded by better policy built upon the preceding policy, rather than viewed as an end unto itself. (Abstract shortened with permission of author.).
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Thomas, Brian A. "The relationship between self-concept related factors and degree aspirations of African American college students." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254728.
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<p> Notable scholars including Astin, Pascarelli, Terenzini and others have pioneered studies in psychosocial issues including self-concepts related to college students’ experience and achievement factors (Astin, 1984, 1991; Pascarella & Terenzini, 2005; Terenzini, Pascarella, & Blimling, 1996). In recent years, there has been an increase in national attention on the identification of those factors that promote educational success and related outcomes specifically for African American college students (Cokley, 2000, 2003, M. J. Cuyjet, 1997, 2006b; Harris III, Palmer, & Struve, 2011; Wood, 2012; Wood, Harris, & Khalid, 2015). Some scholars have sought to learn more about the role of individual attitudes, behaviors, and self-concepts of students who are achieving academic success (Harper, 2004, 2008, 2012; F. Harris & Wood, 2013; Hunter & Davis, 1994; Wood, 2012). However, little research has been completed in recent years about the specific attitudes and behaviors associated with degree aspirations of African American college students (Bharmal et al., 2012; Cokley, 2000; Thomas, Smith, Marks, & Crosby, 2012). Therefore, the purpose of this research study was to examine data from the 2011 CIRP National College Senior Survey to understand better and draw inferences from the relationships between specific self-concept related factors of African American college students after four years of college and their degree aspirations. </p><p> The conceptual framework for this study was based on Harper’s Anti-Deficit Model (Harper, 2012) which suggests researchers should seek to understand degree apsirations of African American students from the viewpoint of those attributes, characteristics or assets that contribute to academic their success versus what students may lack. The study also drew upon the Holistic Identity Model (HIM) (Winkle-Wagner & Locks, 2014), which was built upon the premise that students experience multiple identities simultaneously during their college years and that those identities play a significant role in the manner by which students elect to approach, engage in and aspire to higher education. Together these models provided a guide and a lens by which this study was conducted and through which the results were understood. </p><p> Findings from this quantitative study included the statistical significance and extent of the relationship of academic self-concept, habits of mind, leadership self-concept, social agency, social self-concept, and spiritual self-concept and degree aspirations. Gender-based differences that were statistically significant were reported. Results of the predictability of those self-concept-related factors regarding degree aspirations were also included. The study concludes with a discussion of the implications of the findings for policy, practice, and further research.</p>
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Powell, Anne-Elizabeth C. "Racial Identity Development of Transracial Adoptees During College| A Narrative Inquiry." Thesis, Azusa Pacific University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288533.
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<p> This narrative inquiry study focused on the research question: <i> How do lived experiences during college contribute to racial identity formation of Black or biracial students who were adopted domestically by White parents? </i> The purpose of the study was to better understand the racial identity development of transracial adoptees (TRA) during the college years. Data consisted of over 35 hours of interviews conducted with five TRA college juniors and seniors using a series of three interview protocols. The first interview focused on childhood and hometown experiences, the second on life experiences during the college years, and the third interview focused on the meaning participants made from the first two sets of questions. Three principle themes emerged from the data, as well as a variety of sub-themes. The first theme was labeled <i> Difference,</i> with sub-themes of <i>Fitting in, Navigating Black Societal Norms,</i> and <i>Common Experiences.</i> The second theme, <i>Racism,</i> included sub-themes labeled <i>Racist Encounters, Color-blindness/Parental Education,</i> and <i>Preparation Against Racism.</i> The final theme was labeled <i>Resilience,</i> and included the sub-themes <i>Connectedness, Faith,</i> and <i> Counseling.</i> Analysis of interview data revealed three main supports that participants perceived to be instrumental in their racial identity development during college: study abroad experiences, mentors, and diversity/ethnic studies courses. Implications for practice include adding adoption-related items to admissions questionnaires, situating supports for TRA students within a specific office such as Multi-Cultural Centers or Wellness Centers, and adding training in adoption issues for on-campus counselors and student affairs professionals.</p><p>
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Bowie, Eleanor S. Hutchinson Sandra L. "Profile of African American women leaders in a southeastern community college system." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6976.
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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on April 20, 2010). Thesis advisor: Dr. Sandra Hutchinson. Vita. Includes bibliographical references.
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Okeke, Silvanus. "A Diabetic Child's Impact on an African American Family." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5113.
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Diabetes, a chronic disease with devastating but preventable consequences, is common in the United States, especially within African American communities. Earlier research has indicated that 21.7% of African American parents have children diagnosed with Type 1 diabetes in the Mississippi Delta Region. Researchers have examined coping, stress, and behaviors of African American parents of children diagnosed with Type 1 diabetes; however, there is a gap in literature regarding how African American parents can cope with stress and how changes in health behavior due to Type 1 diabetes impact African American families. The purpose of this qualitative phenomenological study was to explore the lived experiences of African American parents, examining how they can cope with stress and how their families are impacted by the changes in health behavior due to Type 1 diabetes. The transtheoretical model, used to evaluate a person's preparedness to pursue a new healthier behavior, was applied. Through semi-structured interviews, data collected from 13 families were recorded, transcribed, and coded into themes. Phenomenological data analysis was performed based on the descriptive technique, using a computer-based NVivo model and preset codes. In this study, African Americans are likely to accept and acknowledge the impact of denial as a coping mechanism, while accepting the behavioral changes, and this will likely alert professionals in this field of study. Also, this will lead to a positive social change in the study of Type 1 Diabetes.
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Johns, Reginald O. "A Phenomenological Investigation of the Lived Experiences of Female African American Undergraduate Stem Students at an Elite Predominantly White Institution." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153720.
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The purpose of this qualitative study was to gain an understanding of the experiences of being a female, African American STEM undergraduate who is enrolled at an elite Predominantly White Institution and who has a mentoring relationship. A hermeneutic approach to phenomenology was used to gather data through open-ended interviews. Research questions included: What are the lived experiences of female, African American, STEM undergraduate students of the STEM community at an elite Predominantly White Institution? What are the lived experiences of high achieving female, African American, STEM undergraduate students with their mentors? Four themes emerged from the interviews: (a) Discouraging Academic Environment, (b) Minority Stress, (c) Positive Persuasions, and (d) Mentoring Support. This study concluded that African American women needed a supportive environment to thrive as an undergraduate STEM major. This support came from African American peers, informal mentoring experiences that provided psychosocial support and affirmed their ability, formal mentoring experiences that provided academic guidance, and positive verbal messages by university professors that women belong in STEM careers.
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Cunningham, Patricia Frances Rene. "Using a Leadership and Civic Engagement Course to Address the Retention of African American Males." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316382313.
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Haynes, Christina S. "TIGHTROPE WALKERS: NARRATIVES OF ACADEMICALLY SUCCESSFUL AFRICAN AMERICAN WOMEN ATTENDING PREDOMINATELY WHITE INSTITUTIONS." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366996649.
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Trimble, Meridee Jean. "Non-traditional study abroad| African American collegiate women navigating service learning in Indonesia." Thesis, Hampton University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10092253.
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<p> This qualitative study explored the experiences of African American collegiate women during a service learning program to the non-traditional study abroad location of Indonesia. The Integrated Model of College Choice, Human Capital Theory, and Experiential Learning Theory formulated the conceptual model and theoretical framework undergirding this research endeavor. The literature review comprised a discussion of non-traditional study abroad locations, study abroad trends of underrepresented groups, navigation of the study abroad decision process, and service learning as a study abroad option. Four research questions explored participants’ descriptions of the experience, social and cultural challenges encountered, changes and learning outcomes achieved, and recommendations for improvement. The findings from individual interviews, a focus group, and a document review yielded four emergent themes, including the development of transnational competence, personal growth and transformation, service learning programmatic considerations, and diversity perspectives. </p><p> Conclusions of this study indicated that transnational competence was developed by interacting and communicating through a language barrier and gaining exposure to different social and cultural norms, living conditions, religious beliefs, and educational system. Adaptability, flexibility, empathy, respect, and appreciation were achieved learning outcomes and contributed to the development of a global skill set helping students navigate cross-cultural dynamics. </p><p> Students’ articulation of preparedness, a broadened worldview, and the desire for future international endeavors demonstrated that a short-term service learning study abroad opportunity yielded transnational competence. Students’ experiences of diversity abroad highlighted the relative absence of African American collegiate women from the study abroad landscape in a non-traditional location. The higher education apparatus has a role in reversing the trend of low African American college student participation in study abroad by addressing programmatic considerations, including the provision of more information, improved program planning, and the availability of financing. Creating an institutional culture in which international education is a strategic priority, expectation, and norm can develop students’ transnational competence and positions African American students more competitively for academic and professional success in a globalized world.</p>
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Harper, Lisa M. "African American Male Community College Completion and Mode of Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/543.
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Despite innovative policy and pedagogical transformations, postsecondary achievement gaps continue to exist between African American males and other students. Low college credential completion rates by African American males have prevented an East Texas community college from meaningful participation in the President's 2020 postsecondary education attainment goal of increasing U.S. college graduates by 5 million. The purpose of this quantitative study was to investigate a hypothesized connection between the independent variable, mode of instruction, and the dependent variables, mathematics course completion and college completion by African American males. Guided by Ogbu's cultural-ecological theory of minority school performance, a chi-square test of independence was used to compare 407 African American males who participated in the mode of lecture and 412 who participated in modular instruction. Findings included a significant relationship (p <.05) between mode of instruction and developmental mathematics completion (p = .000) with the lecture mode associated with higher achievement. No significant relationship existed between instructional mode and college credential completion (p = .503). These findings called the effectiveness of modular instruction into question and indicated that, at this research site, the instructional mode in developmental mathematics is insufficient to address the disparity in college completion rates of African American males. These results informed a policy recommendation paper, written to help local college administrators better understand African American male remedial math and college credential completion rates. This study contributes to positive social change by generating data-based local institutional policies that will promote African American male postsecondary achievement.
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Parker, Marcia Lynne. "Learning from their Journey: Black Women in Graduate Health Professions Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/936.
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While numerous efforts have been made across different educational contexts aimed towards increasing demographic diversity in STEM education, career decision-making content related to the potential pursuit of health professions education has failed to reach all students. Thus, there is a need for a more consistent and targeted sharing of information, including from the graduate level (where students must meet detailed requirements for specific healthcare disciplines), down to the community college and high school levels where students often make life-changing career-direction decisions without sufficient information to inform these decisions. At the other end of the spectrum, the conventional learning experiences in graduate health professions education have failed to adequately adapt to the expanding diversity of the patients they serve or to emphasize the depth and unique insight that students of color can bring to patients, their communities, and to the health professions classroom (Warshaw, 2016).
In this context, this dissertation seeks to understand the experiences of a sample of Black women who have successfully entered or completed a graduate health professions degree program. Using a qualitative methodology, this study will explore and identify factors that first influenced their exploration into a health professions field, what barriers they overcame in their educational process, and how these experiences and meaning can be used by educational leaders wishing to improve access and inclusion for health professions education in the future.
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Johnson, Demetrius Pargo. "Predicting Academic Achievement of African American Undergraduate Men Attending Private Historically Black Colleges or Universities." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846200.
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<p> The correlational study focused on the relationship between academic achievement and mattering theory of African American undergraduate men attending private historically black colleges or universities. The 45 question <i> Mattering Scales Questionnaire for College Students</i> (Kettle, 2001) instrument was administered to (N = 75) undergraduate African American men attending a private historically black college in the southeastern United States. The results indicated a positive relationship between interactions with the administration and academic achievement. The findings also suggested undergraduate African American men attending historically black college or universities expressed unfavorable or neutral perceptions of mattering toward historically black colleges or universities.</p><p>
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Gayden, Kizuwanda Balayo. "Shoot the Messenger or Change the Message: What are African American Men Learning About Choosing College?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4967/.
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This study identified and described the experiences of twelve African American men that influenced the choice to participate in postsecondary education. This qualitative study used a phenomenology framework to determine 1) the formation of predisposition in the college choice process, 2) the messages received about college from influential people, and 3) perception and interpretation of the importance of a college degree. The overall theme arising from the data is that the college choice process was complicated and inconsistent; however, ten of the twelve participants completed some type of postsecondary training. Deficient messages about postsecondary education manifested as low parental support for college attendance, low academic expectations, withholding of important information from school officials and little or no exposure to postsecondary institution campuses or students. Influential people for the participants ranged from parents to themselves, and from a combination of characteristics from different people, to peers, to no one. The informants did not consistently identify their role model as the one who influenced them to attend college. The perception of the value of a college degree varied among the participants. Some described the degree as a requirement for success; others felt that strengthening family and achieving financial independence was more important.