Journal articles: 'African-American student retention'

1

Love, Derrick. "Student Retention Through The Lens Of Campus Climate, Racial Stereotypes, And Faculty Relationships." Journal of Diversity Management (JDM) 4, no. 3 (July 1, 2009): 21–26. http://dx.doi.org/10.19030/jdm.v4i3.4962.

Full text

Abstract:

Higher Education Institutions are seeing increased retention rates among African-American college students at predominantly white institutions (PWIs). Institutional barriers such as unwelcoming campus climates, racial stereotypes, and faculty relationships have raised concerns as viable factors as to why the attrition rate for African-American students at PWIs is still on the rise. Ninety African-American college students participated in the Culture Attitude and Climate (CACS) survey. This study revealed a direct relationship between campus climate, racial stereotypes, and faculty relationships and student retention in African-American students attending a predominantly white institution. There was a statistically positive correlation between the perceptions of African-American students pertaining to student retention and campus climate, racial stereotypes, and faculty relationships at a predominantly white institution. African-American students want to be a part of an inclusive academic body that promotes diversity and student success.

APA, Harvard, Vancouver, ISO, and other styles

2

Hansen, Tess. "“This Is Where I Want To Be:” Pedagogical and Integrative Practices of African American Learning Communities and Their Impact on Students." Journal of Transformative Leadership & Policy Studies 3, no. 1 (May 1, 2010): 35–50. http://dx.doi.org/10.36851/jtlps.v3i1.461.

Full text

Abstract:

This qualitative study explores pedagogical practices and student responses in three community college learning communities targeting African American students. Using classroom observations, instructor and student interviews, and student focus groups, the study examines how instructors teach in race-based programs and how students respond to these pedagogies. The study uses a conceptual model that integrates retention theory, critical race theory, and integration of instruction and student services theory. The study finds that culturally responsive pedagogical and classroom management techniques result in enhanced student perceptions of themselves as capable learners. Students also report developing a sense of African American identity through the experience of the curriculum and the racially homogeneous community of learners. This research has implications for policy and practice at community colleges by providing evidence that race-based programs are crucial for the academic and social integration of African American students into academia. The study also recommends that structural changes be made to community college practice, including integrating the role of student service professionals into curriculum design.

APA, Harvard, Vancouver, ISO, and other styles

3

Lang, Marvel. "Student Retention in Higher Education: Some Conceptual and Programmatic Perspectives." Journal of College Student Retention: Research, Theory & Practice 3, no. 3 (November 2001): 217–29. http://dx.doi.org/10.2190/l0rl-328m-4vvg-wkub.

Full text

Abstract:

Over the past two decades the attrition of students in higher education has raised grave concerns. These concerns were raised initially over the higher rates of attrition of minority students in the early 1980s following a decade of record rates of minority enrollment in higher education institutions during the 1970s. However, by the mid-1980s the rates of high attrition of African-American and Hispanic students had grabbed the attention of the academic community across the country. When scholars and higher education administrators began to take notice of the higher rates of attrition of minority students they found out that student dropout and attrition in higher education institutions was a problem with all students, not just students of color. This article summarizes and presents perspectives on the causes of attrition and the problems of the retention of students in higher education. These ideas and perspectives are based on what has been learned from research on student retention over the past two decades. Also, programmatic strategies that have been implemented at institutions are summarized as examples of student retention initiatives that have had significant impacts.

APA, Harvard, Vancouver, ISO, and other styles

4

Chitiga, Miriam, Theodore Kaniuka, and Mary Ombonga. "How Do Millennials Learn?" International Journal of Information and Communication Technology Education 15, no. 1 (January 2019): 29–41. http://dx.doi.org/10.4018/ijicte.2019010103.

Full text

Abstract:

This article investigates how 86 first-semester African-American college freshmen perceive their time management, study, and test-preparation habits. The research questions sought if the freshman students reported study, note taking, and test preparation habits were different from what we would expect if no preferences existed. Participants voluntarily completed the 21-item quantitative survey. The study revealed patterns of preference for study patterns, that students believed they spent sufficient time studying, crammed materials, were unable to study for long periods, had retention challenges, and were generally cognizant of haphazard study patterns. There were strong relationships between having disorganized study behavior, cramming, and difficulty in retention of materials. The study recommends that student development and academic personnel work together to help student develop their students' academic success skills.

APA, Harvard, Vancouver, ISO, and other styles

5

Wallace, Denelle L., and Linda M. Gagen. "African American Males’ Decisions to Teach: Barriers, Motivations, and Supports Necessary for Completing a Teacher Preparation Program." Education and Urban Society 52, no. 3 (May 12, 2019): 415–32. http://dx.doi.org/10.1177/0013124519846294.

Full text

Abstract:

The growing diversity of student populations within the public schools of the United States and the lack of diversity present in the current pool of certified teachers are of great interest to colleges and universities seeking to increase the diversity of teacher candidates. Researchers explored the factors that encouraged African American male teachers in a large southeastern public school division to complete an accredited teacher education program leading to state licensure. Completed questionnaires and structured interviews with 11 African American male educators from elementary and secondary classrooms provided data revealing the barriers, motivations, and supports related to the retention of African American males in college and university teacher preparation programs.

APA, Harvard, Vancouver, ISO, and other styles

6

Hawley, Tamela H., and Tracy A. Harris. "Student Characteristics Related to Persistence for First-Year Community College Students." Journal of College Student Retention: Research, Theory & Practice 7, no. 1 (May 2005): 117–42. http://dx.doi.org/10.2190/e99d-v4nt-71vf-83dc.

Full text

Abstract:

This study analyzed student characteristics that impact persistence among first-year students attending a large, metropolitan community college. The Cooperative Institutional Research Program (CIRP) Freshmen Survey was administered to first-time students during orientation. Factor analysis was used to classify students' personality and behavioral characteristics and discriminant function analysis was used to predict retention or attrition. The discriminant model accurately predicted retention in 78.8% of the cases. Findings suggested that student characteristics impacting persistence can be classified into three categories: barriers, motivations and aspirations, and expectations. Among the strongest predictors of attrition were the number of developmental classes required, the intention to transfer to a four-year institution, and the expectation that English as a second language could be a problem for college students. Among the strongest predictors of persistence were being African American or Latino, cumulative GPA, and the length of time students plan to spend at the college. Recommendations are shared for how community college administration, faculty, and staff can work with students and the community to raise student expectations, motivation, and preparation long before they become first-year college students.

APA, Harvard, Vancouver, ISO, and other styles

7

Phillips, Demetrice, and Karina Kasztelnik. "The International Descriptive Study of Effective Methods for the Recruitment and the Retention of Faculty in the United States." Business Ethics and Leadership 5, no. 2 (2021): 21–58. http://dx.doi.org/10.21272/bel.5(2).21-58.2021.

Full text

Abstract:

This qualitative descriptive study explored what community college administrators and faculty described as being effective recruitment and retention methods for faculty at community colleges in the Northeastern United States. This study answered two research questions: what recruitment methods do administrators and American faculty at community colleges describe as being effective in the recruitment of American faculty? Also, what retention methods do administrators and American faculty at community colleges describe as being effective in the retention of American faculty? The researcher applied critical race theory to form a framework for best practices in recruiting and retaining American faculty. Data were obtained by interviewing six American faculty and surveying seven community college administrators employed at Massachusetts community colleges who were selected using purposive sampling and community college online staff directories. Using MAXQDA data analysis software, the researcher initiated data analysis using thematic analysis. Data were organized and analyzed to identify codes, categories, and themes. Data analysis resulted in six themes: hiring processes, faculty diversity, recruitment strategies, work environment, student and faculty relationships, and retention strategies. The findings of this study can benefit community college personnel by recommending recruitment and retention strategies to effectively recruit and retain American faculty. There was limited research and data available related to the recruitment and retention of African American male faculty at community colleges. The faculty and administrator participants of this study provided rich data on effective recruitment and retention methods for African American male faculty at community colleges. The critical race theory theoretical framework was summarized. Theoretical and practical implications emerged. Based on the data and new insights, implications for future research were discussed.

APA, Harvard, Vancouver, ISO, and other styles

8

Grier-Reed, Tabitha L., Na'im H. Madyun, and Christopher G. Buckley. "Low Black Student Retention on a Predominantly White Campus: Two Faculty Respond with the African American Student Network." Journal of College Student Development 49, no. 5 (2008): 476–85. http://dx.doi.org/10.1353/csd.0.0031.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Barrick, Andrea, Dana Davis, and Dana Winkler. "Image Versus Text in PowerPoint Lectures: Who Does It Benefit?" Journal of Baccalaureate Social Work 23, no. 1 (January 1, 2018): 91–109. http://dx.doi.org/10.18084/1084-7219.23.1.91.

Full text

Abstract:

Microsoft PowerPoint has become routine in higher education lectures, yet there is very little research on the effectiveness of text in slides, which is primarily what is used. The current study assessed student satisfaction with images versus text slides in PowerPoint lectures across several classes of one professor in the social work department at a large public university. The survey was sent to 123 BSW students who were instructed by the researcher with PowerPoint lectures that involved primarily images versus text. Seventy-eight students completed the survey for a response rate of 63%. Results indicated that students overwhelmingly reported that images in PowerPoint lectures enhanced their learning. However, further analyses indicated that being African American is negatively associated with enhancing their learning using images. This is important because of the increase in African American students enrolling in college and low institutional retention rates of underrepresented students.

APA, Harvard, Vancouver, ISO, and other styles

10

Ware, Alisha D., Tricia Murdock, Lysandra Voltaggio, Annika L. Windon, Juan C. Troncoso, Ralph H. Hruban, and Marissa J. White. "The “Race” Toward Diversity, Inclusion, and Equity in Pathology: The Johns Hopkins Experience." Academic Pathology 6 (January 1, 2019): 237428951987310. http://dx.doi.org/10.1177/2374289519873104.

Full text

Abstract:

With 3.8% black trainees in 2012, pathology had significantly fewer trainees from groups underrepresented in medicine compared to other specialties. To address this, faculty in the Johns Hopkins Department of Pathology established an outreach program and funded rotation for students underrepresented in medicine and from disadvantaged groups. The aims were to increase exposure to the field and improve diversity, inclusion, and equity in pathology. A 1-month rotation for students underrepresented in medicine was established in 2013. Rotation schedules tailored to each rotator’s interests included resident conferences and individual faculty meetings. In 2016, a proactive outreach program was established. Faculty visited historically black medical schools and underrepresented in medicine student groups at other institutions, where they gave a “Careers in Pathology” presentation targeted to second- and third-year medical students. Faculty also attended underrepresented in medicine student conferences and participated in high school student programs to further expand the underrepresented in medicine pipeline into medicine and pathology. Since 2016, fourteen outreach presentations have been delivered. The number of rotators increased from 1 in 2013 to 18 in July 2019. Rotators self-identified as African, African American, Hispanic, and Native American. Most were second- to fourth-year medical students, and 1 was a pathology resident. Six rotators are currently pathology residents, and others are strongly considering applying to pathology. The outreach efforts account for the success of our rotation, which, in turn, has had a positive impact on interest in pathology. However, we recognize barriers to retention and intend to incorporate additional professional development activities to further address equity.

APA, Harvard, Vancouver, ISO, and other styles

11

Forcone, Tannya, and Jeffery H. Cohen. "Questions Of Consequence: How Class Work Became Research And Research Became a Calling." Practicing Anthropology 40, no. 1 (December 1, 2018): 33–36. http://dx.doi.org/10.17730/0888-4552.40.1.33.

Full text

Abstract:

An experiential learning class teaching anthropological field methods at The University of Akron focused on factors surrounding low retention rates for African-American students. The process involving surveys and interviews uncovered a high rate of food insecurity on the main campus. Administration encouraged further study to determine the rate and characteristics of the problem. The class team conducted a pilot study using a truncated version of the USDA survey module. The research process expanded the range of data sources to include passive social media. The process also developed the student researchers into allies of the food insecure population. The student's learning experience was expanded beyond methodology into relationship building. The unique qualities of the food environment on a college campus provided impetus for further research and directed one student to determine her career focus.

APA, Harvard, Vancouver, ISO, and other styles

12

Lindsey, Robert, Eugene Sessoms, and Georgia Willis. "Impact of Campus Recreational Sports Facilities and Programs on Recruitment and Retention among African American Students: A Pilot Study." Recreational Sports Journal 33, no. 1 (April 2009): 25–34. http://dx.doi.org/10.1123/rsj.33.1.25.

Full text

Abstract:

The purpose of this study was to assess the impact of campus recreational sports facilities and programs on student recruitment and retention among male and female African American students. A convenience sample of students from classes in the Department of Health and Human Performance at a small, southeastern, private, historically black college and university was used in the study. The instrument consisted of a modified version of the National Intramural-Recreational Sports Association's Quality and Importance of Recreational Services Survey. An independent samples t test was used to test for differences between gender and the recruitment and retention questions, alpha = .05. It was determined that 60% of the male students reported that the availability of recreational sports was important/very important in deciding to attend the college and 68% of the men reported that the availability of recreational sports was important/very important in deciding to continue attending the college. Men scored higher than women when it came to importance of the availability of recreational facilities and programs in deciding to attend the school, the importance of the availability of recreational facilities and programs in deciding to continue at the school, how important sports and fitness activities will be to them after graduation, and the total times per week they participate in active recreational sports pursuits. Although there are limitations to the study, the results provide further evidence that students report that the availability of recreational sports facilities and programs has an impact on both their decisions to attend and remain at an institution. This is a finding that can only serve to increase the practitioner's understanding of those who use such facilities and programs. More studies are needed to further examine the impact of campus recreational facilities and programs on African American students.

APA, Harvard, Vancouver, ISO, and other styles

13

Childs, Becky. "Student Voice and Linguistic Identity: Digital Badging as a Tool for Retention of First Year and First Generation Undergraduates." Journal of English Linguistics 46, no. 3 (August 16, 2018): 186–98. http://dx.doi.org/10.1177/0075424218783444.

Full text

Abstract:

This article describes the role that linguists can play in the retention of first year and first generation college students through both collaborative and cross-disciplinary work. By drawing on our academic training, linguists can design materials and implement programs both within and outside of our home academic departments that not only affirm students’ linguistic identities and home languages (National Council of Teachers of English 1974; Smitherman 1995), but also simultaneously engage them in overt discussion about the academic discourse community and ways to negotiate multiple linguistic terrains. An example of this type of engagement and material development is discussed in this article, which examines three learning modules that use an electronic badge system. The modules and badges allow students to explore linguistic diversity and discuss the different ways of “being” (including language) that they encounter in their new academic community. Coupled with these three badges for first year students, additional materials have been developed and implemented for student tutors at the university writing center. These materials better contextualize the linguistic diversity that student tutors encounter as they come into contact daily with linguistic diversity, primarily in the form of Southern U.S. English and African American English varieties.

APA, Harvard, Vancouver, ISO, and other styles

14

Becton, Alicia B., Amanda L. Foster, and Roy K. Chen. "Postsecondary Educators’ Cultural and Institutional Awareness of Issues Faced by African American Students With Disabilities." Rehabilitation Research, Policy, and Education 30, no. 2 (2016): 129–47. http://dx.doi.org/10.1891/2168-6653.30.2.129.

Full text

Abstract:

Being a part of an ethnic minority group and a student with a disability (SWD) often presents as a barrier to college retention and graduation rates among members of this marginalized group.Purpose:To examine educators’ awareness of racial and institutional influences that impact African American SWD.Method:Data for this study were gathered using a snowball sampling technique that surveyed 145 educators at colleges and universities in 16 U.S. states. An exploratory factor analysis with a varimax rotation procedure was used to group items of the Culture and Disability Awareness Scale for Postsecondary Educators into more specific categories.Results:A 3-factor solution explaining 58% of the variance was considered to be most interpretable. The extracted factors were entitled as follows: (a) disability-related issues, (b) personal wellness, and (c) faculty involvement.Conclusion:The results suggest the survey respondents’ level of awareness and knowledge was poorer regarding racial and cultural statements in comparison to institutional influences. Implications for practice, education, and future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

15

Costen, Wanda M., Steven N. Waller, and Angela J. Wozencroft. "Mitigating race: Understanding the role of social connectedness and sense of belonging in African–American student retention in hospitality programs." Journal of Hospitality, Leisure, Sport & Tourism Education 12, no. 1 (April 2013): 15–24. http://dx.doi.org/10.1016/j.jhlste.2012.10.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Carmichael, Mary C., Candace St. Clair, Andrea M. Edwards, Peter Barrett, Harris McFerrin, Ian Davenport, Mohamed Awad, Anup Kundu, and Shubha Kale Ireland. "Increasing URM Undergraduate Student Success through Assessment-Driven Interventions: A Multiyear Study Using Freshman-Level General Biology as a Model System." CBE—Life Sciences Education 15, no. 3 (September 2016): ar38. http://dx.doi.org/10.1187/cbe.16-01-0078.

Full text

Abstract:

Xavier University of Louisiana leads the nation in awarding BS degrees in the biological sciences to African-American students. In this multiyear study with ∼5500 participants, data-driven interventions were adopted to improve student academic performance in a freshman-level general biology course. The three hour-long exams were common and administered concurrently to all students. New exam questions were developed using Bloom’s taxonomy, and exam results were analyzed statistically with validated assessment tools. All but the comprehensive final exam were returned to students for self-evaluation and remediation. Among other approaches, course rigor was monitored by using an identical set of 60 questions on the final exam across 10 semesters. Analysis of the identical sets of 60 final exam questions revealed that overall averages increased from 72.9% (2010) to 83.5% (2015). Regression analysis demonstrated a statistically significant correlation between high-risk students and their averages on the 60 questions. Additional analysis demonstrated statistically significant improvements for at least one letter grade from midterm to final and a 20% increase in the course pass rates over time, also for the high-risk population. These results support the hypothesis that our data-driven interventions and assessment techniques are successful in improving student retention, particularly for our academically at-risk students.

APA, Harvard, Vancouver, ISO, and other styles

17

O'Meara, KerryAnn, Kimberly A. Griffin, Alexandra Kuvaeva, Gudrun Nyunt, and Tykeia N Robinson. "Sense of Belonging and Its Contributing Factors in Graduate Education." International Journal of Doctoral Studies 12 (2017): 251–79. http://dx.doi.org/10.28945/3903.

Full text

Abstract:

Aim/Purpose: The purpose of our study was to gain a better understanding of the factors that contribute to graduate student sense of belonging and gain insights into differences in sense of belonging for different groups of students. Background: Sense of belonging, or the feeling that a person is connected to and matters to others in an organization, has been found to influence college student retention and success. Literature on sense of belonging has, however, focused primarily on undergraduate students and little is known about graduate students’ sense of belonging. Methodology: We conducted an exploratory, cross-sectional survey study of graduate students at four public doctoral and comprehensive universities in Maryland, USA. All four institutions were participating in the NSF-funded PROMISE program, which strives to support the retention and academic success of women and underrepresented minority (URM) graduate students. A total of 1,533 graduate students from these four institutions completed the survey. To analyze our data, we used Structural Equation Modeling (SEM) to test direct and indirect effects of multiple latent variables (i.e., gender, race/ethnicity, STEM affiliation, critical mass of women, participation in the PROMISE program, sense of belonging) on each other. Contribution: Research found that sense of belonging influences graduate student retention and success. Thus, gaining a better understanding of the factors that influence graduate student sense of belonging can help improve retention and completion rates, an important issue as national seven-year completion rates have hovered around 44% in the United States. Completion rates have been even lower for women and URM students (i.e., African Americans, Hispanics, American Indians, Alaska Natives, and Native Hawaiians or other Pacific Islanders) compared to White students, making sense of belonging an important topic to study for these populations. Findings: We found that professional relationships matter most to graduate student sense of belonging. Professional relationships influenced graduate student sense of belonging more than reported microaggressions and microaffirmations, though they also played a role. We also found differences based on students’ identity or group membership. Overall, microaffirmations played a bigger role in female graduate student sense of belonging and the eco-system of non-STEM programs seemed to have more facilitators of sense of belonging than the ecosystem of STEM programs. Recommendations for Practitioners: We recommend that graduate programs think strategically about enhancing sense of belonging in ways appropriate to the distinct culture and nature of graduate education. For example, departments can make efforts to support sense of belonging through creating community-oriented peer networks of students, transparent policies, and access to information about resources and opportunities. Programs such as PROMISE can support the retention and success of women and URM graduate students, but aspects of these programs also need to be incorporated into graduate programs and departments. Impact on Society: Because graduate student sense of belonging has been found to impact stu-dents’ interest in careers in academia, fostering graduate student sense of be-longing could be a tool for improving pathways to the professoriate for groups that are typically underrepresented in academia such as women and racial or ethnic minorities. Increasing the number of women and URM faculty could, in turn, positively impact the support available to future URM students, which could positively influence future URM students’ sense of belonging. Future Research: Sense of belonging is an important area for future graduate education research and should be studied through survey research with a larger sample of U.S. students than the current study. Sense of belonging is relevant to graduate education worldwide. Future studies might explore graduate student sense of belonging in different national contexts and the role culture plays in shaping it. Moreover, changes in graduate student sense of belonging over the course of their program should be assessed.

APA, Harvard, Vancouver, ISO, and other styles

18

Payne-Sturges, Devon C., Allison Tjaden, Kimberly M. Caldeira, Kathryn B. Vincent, and Amelia M. Arria. "Student Hunger on Campus: Food Insecurity Among College Students and Implications for Academic Institutions." American Journal of Health Promotion 32, no. 2 (July 12, 2017): 349–54. http://dx.doi.org/10.1177/0890117117719620.

Full text

Abstract:

Purpose: To estimate the prevalence of food insecurity among students at a large mid-Atlantic publicly funded university; examine the association between food insecurity, demographic characteristics, potential financial risk factors, and self-reported physical and mental health and academic performance; and identify possible risk factors for food insecurity. Design: Cross-sectional survey. Setting: Large, public mid-Atlantic university. Participants: Two hundred thirty-seven undergraduate students. Measures: US Department of Agriculture (USDA) 18-item Household Food Security Survey Module (HFSSM) and questions on demographics, student status, economic factors, housing stability, living arrangements, academic performance, and self-rated physical health and depression symptoms. Analysis: Multivariate logistic regression analysis. Results: Among students surveyed, 15% were food insecure; an additional 16% were at risk of food insecurity. Students who were African American, other race/ethnicity, receiving multiple forms of financial aid, or experiencing housing problems were more likely to be food insecure or at the risk of food insecurity (Adjusted Odds Ratio [AOR] = 4.00, 95% confidence interval [CI] = 1.83-8.71, P value < .0001; AOR = 5.26, 95% CI = 1.85-14.98, P value = .002; AOR = 3.43, 95% CI = 1.85-6.37, P value <.001; AOR = 8.00, 95% CI = 3.57-17.93, P value < .0001, respectively). Food secure students were less likely to report depression symptoms than at-risk or food insecure students. Conclusion: Food insecurity among college students is an important public health concern that might have implications for academic performance, retention, and graduation rates. Universities that measure food insecurity among their students will be better positioned to advocate for policy changes at state and federal levels regarding college affordability and student financial assistance.

APA, Harvard, Vancouver, ISO, and other styles

19

Hunn, Vanessa. "African American Students, Retention, and Team-Based Learning." Journal of Black Studies 45, no. 4 (April 8, 2014): 301–14. http://dx.doi.org/10.1177/0021934714529594.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Holmes, Sharon L., Larry H. Ebbers, Daniel C. Robinson, and Abel G. Mugenda. "Validating African American Students at Predominantly White Institutions." Journal of College Student Retention: Research, Theory & Practice 2, no. 1 (May 2000): 41–58. http://dx.doi.org/10.2190/xp0f-krqw-f547-y2xm.

Full text

Abstract:

The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.

APA, Harvard, Vancouver, ISO, and other styles

21

Brezinski, Kyle J., John Laux, Christopher Roseman, Caroline O’Hara, and Shanda Gore. "Undergraduate African–American student’s experience of racial microaggressions on a primarily white campus." Journal for Multicultural Education 12, no. 3 (August 13, 2018): 267–77. http://dx.doi.org/10.1108/jme-06-2017-0035.

Full text

Abstract:

Purpose The purpose of this study is to investigate the relationship between African–American undergraduate students, racial microaggressions (RMAs) and college retention rates. Design/methodology/approach Data were obtained from a survey given out to African–American undergraduate students, recruited from a large, midwestern, predominantly white public university (n = 53). Findings The results indicate that students did experience a wide range of microaggressions. Furthermore, the data revealed a statistically significant relationship between the participants’ perceptions that others viewed them as if they were foreigners and did not belong to the place and the participants’ thoughts about dropping out during the ongoing semester [r(51) = 0.338, p = 0.05]. The results suggest that African–Americans frequently experience RMAs while on campus but these experiences are not significantly tied to their intentions to complete the ongoing semester or return for the subsequent semester. Practical implications This study shows that African–American students felt disconnected from the campus that they attend. This information may allow for faculty and staff members to assist in making students feel more welcomed and included in the classroom and on campus. Originality/value This is one of the few studies to provide evidence of the relationships between African–American undergraduate students, RMAs and college retention rates. In addition, most studies looking at the relationship between RMAs and retention are qualitative in nature. The use of a quantitative approach helps us eliminating possible observer bias and increasing sample size.

APA, Harvard, Vancouver, ISO, and other styles

22

McNeil, Ogretta V. "Orientation for African-American Students at a Small, Liberal Arts College." NACADA Journal 10, no. 2 (September 1, 1990): 4–8. http://dx.doi.org/10.12930/0271-9517-10.2.4.

Full text

Abstract:

A three-day program was designed to assist African-American students in their transition to a small, liberal arts college in New England. Although the students admitted in previous years had met the usual predictive criteria for success in college (e.g., good academic preparation and above average SAT scores), their retention rate at the end of the first year had been significantly lower than that for their class. All entering students were invited to participate. Participation was voluntary. The first two years 74% of entering African-American students participated; the third year 85% participated. The goals of the program were (a) to familiarize students with the workings of the college, (b) to allow students an opportunity to meet significant members of the college community, (c) to assist students in adapting to the academic demands of the classroom, and (d) to give students a chance to feel comfortable in the new environment. The retention rate for African-American students for all three years was 96%, similar to the overall rate for their classes.

APA, Harvard, Vancouver, ISO, and other styles

23

Lin, Li-Chun, and Pender Noriega. "The Perceptions of African-American Students: Recruitment, Retention, and Motivation." Journal of Hospitality & Tourism Education 17, no. 2 (April 2005): 16–23. http://dx.doi.org/10.1080/10963758.2005.10696821.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Appling, Brandee, and Shanel Robinson. "K–12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males." Professional School Counseling 25, no. 1_part_4 (January 1, 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040043.

Full text

Abstract:

This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K–12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K–12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students.

APA, Harvard, Vancouver, ISO, and other styles

25

Proctor, Sherrie L., Afshan Nasir, Tossea Wilson, Kathrynne Li, and Paola Castrillon. "Retention and persistence of African-American students in school psychology programs." Psychology in the Schools 55, no. 5 (April 10, 2018): 506–22. http://dx.doi.org/10.1002/pits.22124.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Rowser, Jacqueline F. "Do African American Students' Perceptions Of Their Needs Have Implications For Retention?" Journal of Black Studies 27, no. 5 (May 1997): 718–26. http://dx.doi.org/10.1177/002193479702700508.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Hesser, Al, Elizabeth Pond, Lloyd Lewis, and Bernie Abbott. "Evaluation of a Supplementary Retention Program for African-American Baccalaureate Nursing Students." Journal of Nursing Education 35, no. 7 (October 1996): 304–9. http://dx.doi.org/10.3928/0148-4834-19961001-06.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Jackson, Carla Ray. "The Soul Within." Journal of Underrepresented & Minority Progress 2, no. 1 (July 1, 2018): 4–20. http://dx.doi.org/10.32674/jump.v2i1.41.

Full text

Abstract:

While community colleges are experiencing an increase in minority students, there has been a lack of substantial growth in the acquisition and retention of full-time minority faculty. For full-time African American female professors, this lack has resulted in the circumstance of underrepresentation. This qualitative study asked full-time African American female professors at predominantly White community colleges in Maryland, to explore the emotional toll of underrepresentation. In-depth interviews were conducted to develop a written illustration of how African American female professors at predominantly White institutions fulfill their professional duties in an environment that has been shown to lead to emotional burnout. This study will add to the body of research that increases the understanding of the lived experiences of minority faculty.

APA, Harvard, Vancouver, ISO, and other styles

29

Clark, Isaac, and Donald Mitchell, Jr. "Exploring the Relationship Between Campus Climate and Minority Stress in African American College Students." JCSCORE 4, no. 1 (January 2, 2019): 66–95. http://dx.doi.org/10.15763/issn.2642-2387.2018.4.1.66-95.

Full text

Abstract:

During recent decades, there has been a growth in research exploring the social experiences of African American students attending institutions of higher education. Research that examines minority stress suggests that students of color experience cognitive stressors specific to their racial identity or status as minorities on campus. Many studies have expanded on this knowledge in terms of academic achievement, retention, and adjustment to campus during the first year. The present study explored the concept of minority stress in relation to campus climate and the mental health of African American college students. The participants in this study consisted of eight college students from a predominantly White Midwestern university who identified as African American. Utilizing one-on-one interviews, the students discussed their experiences on campus, their perceptions of campus climate, the stress they experienced as students of color, and how these aspects may have contributed to symptoms of depression and anxiety. Information shared by the students indicated that campus climate and minority stress are closely associated with one another, especially when considering the racial status of the students. While students described feeling stress, discomfort, and burden due to campus climate and minority stress, the investigators were unable to determine if the symptoms described were, in fact, due to anxiety or depression.

APA, Harvard, Vancouver, ISO, and other styles

30

Childs, Gwendolyn, Rosalind Jones, Katherine E. Nugent, and Pamela Cook. "Retention of African-American students in baccalaureate nursing programs: are we doing enough?" Journal of Professional Nursing 20, no. 2 (March 2004): 129–33. http://dx.doi.org/10.1016/j.profnurs.2004.03.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Lee, Wynetta Y. "Striving Toward Effective Retention: The Effect of Race on Mentoring African American Students." Peabody Journal of Education 74, no. 2 (April 1999): 27–43. http://dx.doi.org/10.1207/s15327930pje7402_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Wilson, Laurie L., and Sandra M. Stith. "THE VOICES OF AFRICAN‐AMERICAN MFT STUDENTS: SUGGESTIONS FOR IMPROVING RECRUITMENT AND RETENTION." Journal of Marital and Family Therapy 19, no. 1 (January 1993): 17–30. http://dx.doi.org/10.1111/j.1752-0606.1993.tb00962.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Javidi, Giti, and Ehsan Sheybani. "An understanding of factors influencing retention of African-American undergraduate students in computer science." International Journal of Innovation in Education 4, no. 1 (2017): 66. http://dx.doi.org/10.1504/ijiie.2017.086806.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Javidi, Giti, and Ehsan Sheybani. "An understanding of factors influencing retention of African-American undergraduate students in computer science." International Journal of Innovation in Education 4, no. 1 (2017): 66. http://dx.doi.org/10.1504/ijiie.2017.10007513.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Olitsky, Stacy. "Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers." Education and Urban Society 52, no. 4 (September 24, 2019): 590–618. http://dx.doi.org/10.1177/0013124519873676.

Full text

Abstract:

To effectively teach historically marginalized groups of students, educators have argued for increasing recruitment and retention of teachers of color. This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African American woman science teacher. In this study, the teacher experienced identity conflicts because structures in her school conflicted with her professional identity, shaped by race and gender, as warm and connected. Results from this study indicate that policies that prioritize measurement over relationships can cause contradictions with culturally responsive approaches and the emotional practice of teaching.

APA, Harvard, Vancouver, ISO, and other styles

36

Westbrook, Johnnie, and Antoine Alston. "Recruitment And Retention Strategies Utilized By 1890 Land Grant Institutions In Relation To African American Students." Journal of Agricultural Education 48, no. 3 (September 1, 2007): 123–34. http://dx.doi.org/10.5032/jae.2007.03123.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Rodgers, Kelly A., and Jessica J. Summers. "African American Students at Predominantly White Institutions: A Motivational and Self-Systems Approach to Understanding Retention." Educational Psychology Review 20, no. 2 (March 8, 2008): 171–90. http://dx.doi.org/10.1007/s10648-008-9072-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Madsen, Jean, Reitumetse Obakeng Mabokela, and Elisabeth A. Luevanos. "School context: implications for teachers of color." Equality, Diversity and Inclusion: An International Journal 38, no. 1 (February 11, 2019): 56–70. http://dx.doi.org/10.1108/edi-02-2018-0031.

Full text

Abstract:

Purpose By 2026, students of color will make up 54 percent of the school-age population. Literature on recruiting and retaining teachers of color reveal that teachers of color are underrepresented in US schools (Castro et al., 2018). Cultural differences between teachers and students result in higher number of students of color being expelled or suspended, low graduation rates and lower numbers of students of color in advanced math, science and gifted courses. With an emphasis on retaining teachers of color the purpose of this paper is to examine how traditional school contexts play a role in teacher retention. Design/methodology/approach This was a qualitative case study that examined white teachers’ perceptions about their interactions with African American teachers (Merriam, 1998). A case study was useful in describing the boundaries of the school and how this type of context allowed the researchers to explore intergroup differences between both groups of teachers (Hays and Singh, 2011). Nine white teachers from predominantly white schools in the USA were interviewed (Seidman, 1998). The data were analyzed using what Glaser and Strauss (1967) call a constant comparative method. This process compared the intergroup theory with teachers’ responses. Findings Findings indicated that white teachers had little or no experience interacting with people who were racially and culturally different from them. Because of their curiosity about race, African American teachers were categorized as the “black expert.” White teachers asked them to speak with African American parents, give expertise on areas of discipline and chair multicultural events. Group boundaries developed rapidly as white teachers overwhelmed teachers of color with only their racial problems. African American teachers were forced into roles, which prevented them from contributing in other areas. Thus, African American teachers grew tired of only playing one aspect of their teaching. Research limitations/implications Upon entering their schools, teachers bring with them a broad array of experiences, knowledge, skills and abilities. This results in a form of assimilation where they become like-minded to their schools’ norms and values. As incoming teachers of color enter with different norms and culture, they mediate boundaries having both groups of teachers adjust to cultural differences (Madsen and Mabokela, 2013). Intergroup differences often occur due to changing demographics in schools. If teachers cannot work through these normative conflicts, it will be reflected in teacher turnover, absences, workplace disagreements and teachers of color leaving. Practical implications If the focus is to recruit teachers of color, there needs to be an emphasis on preparing leaders on how to identify and address intergroup differences. As in Bell’s (2002) study and Achinstein’s (2002) research, when teachers have differences it will have influence how teachers will collaborate. Thus, teachers of color are prevented from sharing their philosophy about teaching students of color. These individuals also share the burden of being the only person who can advocate for students of color, but also serve as cultural translators for other students as well. Social implications Future educators not only need to understand how to teach demographically diverse students, but it is important for them to understand how multicultural capital plays an inclusive role in getting all students to do academically well. The question becomes of how one teaches the importance of “humanistic” commitments for all children. Originality/value Booysen (2014) believes that identity and workplace identity research only allows for integration of divergent perspectives. More study is needed to understand how do workers navigate their identity through the workplace. Workplace identity among group members results in power discrepancies and assimilation verses the preservation of micro cultural identity. Thus, both groups often have competing goals and there is a struggle for resources. Cox (1994) believes that these tensions cause group members to center on preserving of their own culture. Hence, groups are more aware of their need to protect their cultural identity which ultimately affects retention of workers.

APA, Harvard, Vancouver, ISO, and other styles

39

Cardoso, Elizabeth da Silva, Alo Dutta, Chung-Yi Chiu, Ebonee T. Johnson, Madan Kundu, and Fong Chan. "Social-Cognitive Predictors of STEM Career Interests and Goal Persistence in College Students With Disabilities From Racial and Ethnic Minority Backgrounds." Rehabilitation Research, Policy, and Education 27, no. 4 (2013): 271–84. http://dx.doi.org/10.1891/2168-6653.27.4.271.

Full text

Abstract:

Objective: To examine the relations of science, technology, engineering, and mathematics’s (STEM) self-efficacy, outcome expectations, interests, and contextual supports and barriers to STEM educational goals in college students with disabilities from racial and ethnic minority backgroundsDesign: Quantitative descriptive research design using hierarchical regression analysis (HRA)Participants: 115 underrepresented minority students with disabilities receiving services from the National Science Foundation (NSF) funded Minority-Disability (MIND) Alliance in STEM project at Hunter College, City University of New York and Southern University at Baton Rouge for the years 2008−2011.Outcome Measures: The Social-Cognitive STEM measuresResults: The HRA results indicated that gender, advanced placement (AP) classes, father’s educational level, academic milestone self-efficacy, and STEM interest were significant predictors of goal persistence in African American and Hispanic college students with disabilities. The final model accounted for 57% of the variance in STEM persistence, which is considered a large effect size.Conclusion: The research findings provide good support for the use of the social cognitive career theory (SCCT) framework to identify predictors of STEM persistence and to design academic retention services and career development interventions for college students who are underrepresented minorities with disabilities.

APA, Harvard, Vancouver, ISO, and other styles

40

Good, Jennifer, Glennelle Halpin, and Gerald Halpin. "Retaining Black Students in Engineering: Do Minority Programs Have a Longitudinal Impact?" Journal of College Student Retention: Research, Theory & Practice 3, no. 4 (February 2002): 351–64. http://dx.doi.org/10.2190/a0eu-tf7u-ruyn-584x.

Full text

Abstract:

In an effort to assist minority populations who are at risk of attrition in science, mathematics, and engineering programs, university administrators have launched and evaluated minority support programs. One such program implementation and evaluation was completed and reported, which noted trends in academic outcomes of program participants, such as grade point averages and standardized mathematics and science reasoning test scores, with participants' outcomes observably exceeding those of a similar sample of nonprogram participants (Good, Halpin, & Halpin, 1999). As is true with many program evaluations, however, this data only revealed information concerning achievement of the students in the freshman year and did not follow the students' success into subsequent years after program completion. Therefore, the purpose of this study was to examine if an effect on academic achievement occurred throughout the participants' sophomore years of study and if participants in the program were more likely to remain within the College of Engineering as a result of program involvement. The data source for this study was 58 African-American students enrolled in a pre-engineering program at a large land-grant university (34 volunteer program participants and a comparison group of 24). Quarter grade point averages and retention status were collected for both groups throughout their sophomore years. In addition, 12 of these students (six per group) were interviewed concerning their freshman year pre-engineering experiences. Results of this study indicate that, although benefits to academic achievement due to academic support encountered during the freshman year may possibly diminish over time, the effects of engaging in such programs on actual retention remain of significant interest to program administrators and researchers.

APA, Harvard, Vancouver, ISO, and other styles

41

Addus, Abdussalam A., Anwar S. Kahn, and David Chen. "Logistics education at historically black colleges and universities." Journal of Transportation Management 14, no. 1 (April 1, 2003): 34–46. http://dx.doi.org/10.22237/jotm/1049155500.

Full text

Abstract:

A review of research literature on logistics education reveals disparities between demand for and supply of logistics management skills. Racial minorities are relatively underrepresented in logistics education and professional careers. In order to meet the rising demand for college graduates and mitigate racial disparities in the field, a need arises to enhance logistics education at Historically Black Colleges and Universities (HBCU’s). HBCU’s are known to have a high rate of success in retaining and graduating African American students. Yet, only a few of these institutions offer logistics degree programs or concentrations within the business and social science majors. This article makes a case for enhancing logistics education at HBCU’s through program development, recruitment, and retention strategies. It argues that the coordination of activities and partnerships between the institutions offering the programs, high schools/community colleges, and employers of the graduates and government are essential for the success of such strategies.

APA, Harvard, Vancouver, ISO, and other styles

42

Scott, Kimberly A., and Mary Aleta White. "COMPUGIRLS’ Standpoint." Urban Education 48, no. 5 (September 2013): 657–81. http://dx.doi.org/10.1177/0042085913491219.

Full text

Abstract:

This article investigates the motivations of African American and Latino girls ( N = 41) who navigate urban Southwest school districts during the day, but voluntarily attend a 2-year, culturally responsive multimedia program after school and into the summer. Understanding that girls from economically disadvantaged settings are indeed motivated to become technological innovators but often do not have access to the necessary resources to follow their interest, our program—entitled COMPUGIRLS—assumes a culturally responsive computing approach. This research examines particular features of the program (e.g., asset building, reflections, and connectedness) that attracted and retained the Latina (74%) and African American (19%) adolescent (ages 13-18) participants as well as to what extent the culturally relevant aspects of the curriculum assist with program retention and/or affect the students’ vision of themselves as a future technologist. An evaluative approach gathered 2 years of data from the participants. Field notes from observations and interviews were transcribed and reviewed to extract themes and areas of convergence. As a standpoint theory project, the authors center the girls’ voices as the primary data sources. Two primary themes emerged from the data to explain girls’ sustained motivation. The first was the challenge of learning and mastering the technology. For many, this also included disproving the stereotypes of their abilities by age, gender, and race. The second theme was being able to manipulate technology and learning experiences as a means of self-expression and research, particularly if the results could be used to inform their community and peers. The authors posit that much of the program impact was because of the culturally responsive practices (asset building, reflection, and connectedness) embedded within the curriculum. Implications for urban educators and program developers are considered.

APA, Harvard, Vancouver, ISO, and other styles

43

Ryan, Joseph P., Brian A. Jacob, Max Gross, Brian E. Perron, Andrew Moore, and Sharlyn Ferguson. "Early Exposure to Child Maltreatment and Academic Outcomes." Child Maltreatment 23, no. 4 (July 23, 2018): 365–75. http://dx.doi.org/10.1177/1077559518786815.

Full text

Abstract:

Early childhood trauma increases the risk of academic difficulties. The purpose of this study was to investigate the prevalence of early contact with child protection services (CPS) and to determine whether early exposure to maltreatment investigations was associated with important academic outcomes. The authors focused specifically on standardized test scores (math and reading), grade retention, and special education status in third grade. The sample was diverse and included all children born between 2000 and 2006 and enrolled in Michigan’s public schools ( N = 732,838). By the time these students reached third grade, approximately 18% were associated with a formal CPS investigation. In some school districts, more than 50% of third graders were associated with an investigation. African American and poor students were more likely to be investigated for maltreatment. Children associated with maltreatment investigations scored significantly lower on standardized math and reading tests, were more likely to be identified as needing special education, and were more likely to be held back at least one grade. These findings indicate that involvement with CPS is not an infrequent event in the lives of young children and that within some school districts, maltreatment investigations are the norm. Child welfare and educational systems must collaborate so that the early academic struggles experienced by victims of maltreatment do not mature into more complicated difficulties later in life.

APA, Harvard, Vancouver, ISO, and other styles

44

Bradshaw, Catherine P., and Joseph M. Kush. "Teacher Observation of Classroom Adaptation-Checklist: Measuring Children’s Social, Emotional, and Behavioral Functioning." Children & Schools 42, no. 1 (December 18, 2019): 29–40. http://dx.doi.org/10.1093/cs/cdz022.

Full text

Abstract:

Abstract There is a growing need for valid measures that can be administered efficiently in school settings to assess the impact of school-based preventive interventions. The current article aimed to establish a balance among assessment efficiency, reliability, and the measurement properties of an instrument widely used to assess the impact of school-based programs, called the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C). We leveraged item response theory (IRT) analyses to create a shortened, more focused checklist version of the TOCA-C that is both valid and efficient for large-scale use in schools to track students’ behavioral, social–emotional, and family factors over the course of elementary school. The sample included 17,456 children in kindergarten through grade 5 (47.7 percent female, 54.2 percent African American). IRT analyses resulted in the retention of 33 of the original 39 items comprising seven subscales: (1) Concentration Problems, (2) Aggressive/Disruptive Behavior, (3) Prosocial Behavior, (4) Emotion Regulation Problems, (5) Internalizing Problems, (6) Family Problems, and (7) Family Involvement. IRT, item difficulty estimates, and confirmatory factor analyses revealed limited evidence of bias based on gender, race, or grade; together, the findings suggested that the 33-item TOCA-C is a highly valid and reliable measure.

APA, Harvard, Vancouver, ISO, and other styles

45

Hurte, Vernon J. "A Comparison of the Scaffolding Approach and the Cognitive Enrichment Advantage Approach in Enhancing Critical Thinking Skills in First-Year University Freshmen." Journal of Cognitive Education and Psychology 4, no. 1 (January 2004): 151–52. http://dx.doi.org/10.1891/194589504787382875.

Full text

Abstract:

Although there is no universally accepted operational definition of critical thinking, there is agreement that it can be improved through various means of instruction. The purpose of this study was to explore the effectiveness of a modified, condensed version of the Cognitive Enrichment Advantage (CEA) approach and the Scaffolding approach in enhancing critical thinking skills in first-year university freshman.A modified pre-test/post-test comparison group design was employed in this study. Participants were students enrolled in a freshman seminar course for first-year freshman in a merit-based scholarship program for African American students. The first phase, the Pre-Intervention Phase, included the first of three critical thinking assessment administration sessions to obtain baseline data of all participants’ critical thinking ability. This phase also included a two week period of direct instruction of critical thinking knowledge to all participants. After the pre-intervention phase, matched pairs were randomly assigned to the CEA group and the Scaffolding group, based on scores from the Watson-Glaser Critical Thinking Appraisal (W-GCTA) obtained during the second assessment administration session.The Intervention Phase included five weekly, 40-minute teaching sessions for both groups. During the intervention period, both groups completed practice worksheets, providing a step-by-step expert strategy for critical thinking. In the Scaffolding intervention, participants also received pre-determined verbal prompts and cues to support their critical thinking. In the modified CEA intervention, participants were encouraged to create their own personal strategies, based on the metastrategic knowledge (Building Blocks of Thinking & Tools of Learning) introduced during each session. Participants were also encouraged to provide both self-evaluation and evaluation on the contributions of their colleagues. Finally, in the modified CEA intervention, participants developed decontexualized principles for using the Building Blocks and Tools in other settings, encouraging transfer of learning. The Post-Intervention Phase included the final assessment administration session.Results indicate no significant change in critical thinking performance in the CEA group, based on both assessment tools. Results, based on the critical thinking performance assessments, indicated no significant change in the Scaffolding group; however, results, based on the W-GCTA, indicated a significant decrease in critical thinking performance in the Scaffolding group. It was concluded that the modified CEA intervention supported the retention of the participants’ critical thinking skills and facilitated learning transfer, while the Scaffolding intervention did not positively influence the participants’ critical thinking skills. Recommendations for future research and issues related to conducting intervention research are offered.

APA, Harvard, Vancouver, ISO, and other styles

46

Guiffrida, Douglas A. "Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution." NASPA Journal 41, no. 4 (January 16, 2004). http://dx.doi.org/10.2202/0027-6014.1394.

Full text

Abstract:

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astins and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

APA, Harvard, Vancouver, ISO, and other styles

47

Taylor, Janice D., and Theodore K. Miller. "Necessary Components for Evaluating Minority Retention Programs." NASPA Journal 39, no. 3 (January 1, 2002). http://dx.doi.org/10.2202/0027-6014.1173.

Full text

Abstract:

The Necessary Components Retention Program Assessment model provides a conceptual foundation for assessing factors that contribute to minority student persistence at predominantly White institutions. The six components of this model were used to assess differences between student participants and nonparticipants in a minority retention program geared toward African American students. The sample included 97 students--72 females and 25 males. Study results indicated that the model explained differences between program participants and nonparticipants. Leadership Opportunities contributed most to these differences, followed by Worth and Competence, Social Integration, and Ethnic and Peer Attachment. These results provide a framework for further exploration of the relationship between students' college experiences and persistence.

APA, Harvard, Vancouver, ISO, and other styles

48

Bourke, Brian, and Nathaniel Bray. "African American Student Persistence at a Predominantly White Institution." Journal of College Orientation, Transition, and Retention 20, no. 1 (December 19, 2019). http://dx.doi.org/10.24926/jcotr.v20i1.2821.

Full text

Abstract:

Persistence in college among African American students continues to remain low compared to persistence among White students. Often, the focus in examining this issue has been on institution-wide retention efforts, which can ignore socio-cultural elements that can influence the decisions of individual students to persist at an institution; however, persistence may rely on a combination of institutional factors and socio-cultural elements. The purpose of this article is to present findings from a research project that highlight institutional factors and socio-cultural elements that influence the persistence of African American students at a predominantly White institution. The findings from focus groups with African American students suggest that they persist despite a “cold” campus climate and ongoing experiences with racism and prejudice at Southern State University [pseudonym].

APA, Harvard, Vancouver, ISO, and other styles

49

Hirt, Joan B., Catherine T. Amelink, Belinda B. McFeeters, and Terrell L. Strayhorn. "A System of Othermothering: Student Affairs Administrators' Perceptions of Relationships with Students at Historically Black Colleges." NASPA Journal 45, no. 2 (January 5, 2008). http://dx.doi.org/10.2202/0027-6014.1948.

Full text

Abstract:

This study analyzed data gathered from interviews with professionals at historically Black colleges and universities (HBCUs) to examine the nature of relationships student affairs administrators form with students. The data were interpreted through the guardianship conceptual framework found in African American feminist literature. Results reveal how the notion of othermothering permeates relationships at HBCUs and the considerable importance attached to those formed between students and student affairs administrators. Relationships serve as a primary means to facilitate student retention at HBCUs and ensure the continued existence of a unique type of institution.

APA, Harvard, Vancouver, ISO, and other styles

50

Mitchell,, Alice A., Marie T. Sergent, and William E. Sedlacek. "Mapping the University Learning Environment." NASPA Journal 35, no. 1 (January 1, 1997). http://dx.doi.org/10.2202/0027-6014.1036.

Full text

Abstract:

Perceptual mapping can provide a means of evaluating a campus through the eyes of diverse student groups. By providing a fuller understanding of areas of interest and exploring the initial perceptions of new students of these areas, percpetual mapping can have important ramifications for the retention of African American students at predominately White institutions. The authors describe a study that illustrates the use of this technique for the environmental assessment of a campus environment.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'African-American student retention'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles