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

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

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

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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 relationship

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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 (2010): 35–50. http://dx.doi.org/10.36851/jtlps.v3i1.461.

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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 techniqu

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

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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 minor

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

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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 challeng

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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 (2019): 415–32. http://dx.doi.org/10.1177/0013124519846294.

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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 second

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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 (2005): 117–42. http://dx.doi.org/10.2190/e99d-v4nt-71vf-83dc.

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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 cl

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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.

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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 appli

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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.

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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 (2018): 91–109. http://dx.doi.org/10.18084/1084-7219.23.1.91.

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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%. Re

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Ware, Alisha D., Tricia Murdock, Lysandra Voltaggio, et al. "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.

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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 include

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

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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 stude

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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 (2009): 25–34. http://dx.doi.org/10.1123/rsj.33.1.25.

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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 fo

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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 (2018): 186–98. http://dx.doi.org/10.1177/0075424218783444.

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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 linguist

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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.

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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 Postse

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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 (2013): 15–24. http://dx.doi.org/10.1016/j.jhlste.2012.10.003.

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Carmichael, Mary C., Candace St. Clair, Andrea M. Edwards, et al. "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 (2016): ar38. http://dx.doi.org/10.1187/cbe.16-01-0078.

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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-evaluat

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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.

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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 conducte

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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 (2017): 349–54. http://dx.doi.org/10.1177/0890117117719620.

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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 (HFS

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

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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 (2000): 41–58. http://dx.doi.org/10.2190/xp0f-krqw-f547-y2xm.

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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.

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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 (2018): 267–77. http://dx.doi.org/10.1108/jme-06-2017-0035.

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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 t

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

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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% partici

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

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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 (2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040043.

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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 Afric

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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 (2018): 506–22. http://dx.doi.org/10.1002/pits.22124.

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

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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 (1996): 304–9. http://dx.doi.org/10.3928/0148-4834-19961001-06.

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

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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 pr

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

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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 Ameri

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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 (2004): 129–33. http://dx.doi.org/10.1016/j.profnurs.2004.03.002.

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31

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

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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 (1993): 17–30. http://dx.doi.org/10.1111/j.1752-0606.1993.tb00962.x.

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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.

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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.

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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 (2019): 590–618. http://dx.doi.org/10.1177/0013124519873676.

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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 measu

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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 (2007): 123–34. http://dx.doi.org/10.5032/jae.2007.03123.

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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 (2008): 171–90. http://dx.doi.org/10.1007/s10648-008-9072-9.

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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 (2019): 56–70. http://dx.doi.org/10.1108/edi-02-2018-0031.

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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

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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.

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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 U

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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 (2002): 351–64. http://dx.doi.org/10.2190/a0eu-tf7u-ruyn-584x.

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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 pro

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

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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 d

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

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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 pro

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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 (2018): 365–75. http://dx.doi.org/10.1177/1077559518786815.

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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 stu

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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 (2019): 29–40. http://dx.doi.org/10.1093/cs/cdz022.

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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 la

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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 (2004): 151–52. http://dx.doi.org/10.1891/194589504787382875.

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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-base

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

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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, resea

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

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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

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

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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

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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 (2008). http://dx.doi.org/10.2202/0027-6014.1948.

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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

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

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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.

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