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1
Berry, Ruben Dean. "Athletic commodities: The African-American male student-athlete in higher education." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279889.
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Most of the focus and support given to student-athletes is during the time of eligibility. After the eligibility expires, some of these athletes disconnect themselves from the athletic department and become a mere memory of the past. The myriad of unique challenges facing former student-athletes who have not graduated or retired from sports are well documented. Dexter Manley of the Washington Redskins tearfully told a U.S. Senate panel on illiteracy that despite his four years at Oklahoma State University, he had neither graduated nor learned to read. Kevin Ross, former basketball player who did not graduate, complained on national TV talk shows that he had never learned to read in four years at Creighton University (Byers, 1995). To alleviate some of the problems, I decided to focus my study on the college experiences of African-American student-athletes to better understand the complexities that they encounter during and after their athletic scholarship. The long-term objective is to establish a service oriented, salubrious program for former student athletes once their eligibility expires along with their retirement from sport. After perusing a myriad of reports of the exploitation of student-athletes in the revenue producing sports, the research questions became: Are these accounts typical? Universal? Do most athletes experience exploitation and abuse? African-Americans more than other racial groups? How representative are these commentaries of the actual sports experiences of college sport participants? In this investigation I will focus on African-American college athletes' attitudes, opinions, experiences, and perceptions surrounding exploitation.
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Scott, Tamekia M. "Life histories of African American women senior student affairs officers." Thesis, Northern Illinois University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158967.
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<p> The purpose of this qualitative research, guided by Black Feminist Thought, was to examine the experiences of African American women senior student affairs officers to understand the strategies they utilized to advance their careers. Participants included six vice presidents/chancellors for student affairs (reporting directly to the president of the institution) and one dean of students reporting to the vice president for student affairs. The participants’ recounted raced and gendered experiences during their journey to <i> becoming</i> a senior student affairs officer into their journey of <i> being</i> a senior student affairs officer. Their shared experiences were based on tokenism, hyperawareness of systemic racism and sexism, and perceptions of leadership styles verses angry Black woman. They also reported support systems such as mentors, sponsors, spirituality, and family that influence their thoughts, decisions, and motivation to continue in the field of student affairs and ultimately in higher education. The implications of the study encourages and challenges African American women and other women of color who are administrators to share their professional experiences to continue to enlighten scholarship and practice while encouraging institutions to provide funding, personnel resources, and training for all employees.</p>
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Mason, Gregory K. "The Role of Mentoring in Developing Future African American Community College Presidents." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930282.
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<p> American community colleges are facing the dual dilemma of replacing the increasing number of presidents who are retiring, and promoting more diversity among their successors. Mentoring is viewed as a way of helping minority faculty and administrators acquire the knowledge and skills necessary to advance successfully into senior leadership roles. This study utilized a mixed-methods phenomenological approach to explore the differences in the perceptions of preparedness for their first presidency among Black/African-American community college presidents, who were mentored through an afro-centric leadership development program; other formal, national leadership programs, or mentored informally. The study was framed by five research questions exploring possible differences in participants’ backgrounds, career paths, and perceived impact of mentoring. Survey findings revealed few demographic differences among the respondents. Themes emerging from qualitative interviews of 12 randomly selected presidents indicated differences in perception regarding the impact of the psychosocial and career development aspects of mentoring in preparing for the presidency. The study identified the importance of context in determining the types of mentored relationships, and may offer insights regarding the role of mentoring in developing future minority presidents.</p><p>
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Edwards, Elaine A. "African American Student Retention in the Reserve Officer Training Corps (ROTC) Leadership Program." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/982.
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The percentage of qualified African American senior military leaders is significantly lower than the percentage of African Americans serving in the enlisted ranks. With the changing demographics of the 21st century, increasing the number of African American Army officers is a practical as well a moral issue. The purpose of this mixed methods study was to understand African American cadets' perception of the Army Reserve Officer Training Corps (ROTC) Leadership Program and the impact of ROTC on their lives. The theoretical basis for this study is Sternberg's theory of intelligence and Woodman, Sawyer, and Griffin's theory of organizational creativity. The research problem explored the relationship between African American college student retention and their success in ROTC programs. A random sample of 23 junior and senior ROTC cadets at a Historically Black College and University completed a self-administered survey; 12 cadets later participated in an unstructured focus group interview. A statistical analysis revealed positive correlations between African American college student retention and the level of support offered by institutions, families, and peers. Qualitative analysis using the phenomenological approach resulted in data that supported the statistical findings. Results of this study may lead to positive social change through the identification of student influences that promote academic and military achievement, as well as effective retention strategies for African American Army ROTC cadets. Understanding the perceptions of African American cadets about ROTC programs can enhance recruitment and retention efforts of administrators and instructors in both ROTC and higher institutions of learning.
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Hussein, Hassen. "The Teacher-Student Interactions and Academic Achievement of African American and African Immigrant Males." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267844.
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<p> This quantitative survey questionnaires study compared the teacher-student interactions (TSI) and academic achievement of African-American and African immigrant undergraduate males. The academic achievement gap between different population groups provided the impetus for the study. While African Americans have been described as under-achievers in the literature, their African immigrant counterparts have at times been dubbed a model minority. However, studies on differences in TSI between the two groups are scant. Students’ perceptions of TSI were assessed using two existing instruments, the <i>Experience with Faculty Scale and Student-Professor Interaction Scale.</i> Grade Point Average (GPA) was used as proxy for academic achievement. Traditional (ages 18-24) undergraduate Black male students at an Upper-Midwestern university constituted the population for the study. With a sample size of sixty (n1=30, n2=30), hypothesis testing was done using Chi-Square, the Fisher Exact test with Freeman-Halton extension, and Ordered Logistic Regression. Although the study did not show statistically significant differences in TSI as well as academic achievement between the two groups, it revealed that there was a statistically significant difference between the two groups in how often students discussed their career plans and academic ambitions with faculty. Moreover, contrary to prior literature; African immigrants in this study did not significantly outperform African Americans on self-reported GPA—casting doubt on the depiction of African immigrants as a monolithic group and a hyper successful model minority. Two incidental and yet important findings also emerged from the study. First, among students reporting having positive TSI, African immigrants were twice as likely as African Americans to describe it as very strong. Second, only one-fourth of the participants hailed from non-college-educated households. The meaning of the findings and implications for higher education are discussed. </p>
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Tollerson, Latrice Jones. "Challenges of African American Female Veterans Enrolled in Higher Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6139.
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African American women represent 19% of the 2.1 million living female veterans. They are the largest minority group among veteran women; however, little is known about the challenges that they face when they transition to a postsecondary learning environment. The purpose of this qualitative study was to understand better how this cohort of veterans who served in the U.S. Army during military campaigns in the Middle East overcame transitional challenges to higher education. This study utilized Schlossberg's adult transition theory and identity formation as described in Josselson's theory of identity development in women. The focus of this study was on how female veterans constructed meaning as they overcame transitional challenges and coped with change. The research questions focused on understanding the perceived social, emotional, and financial needs and discerning to what extent faculty and staff helped or hindered their academic success. Purposeful sampling strategies were used to select 12 veteran African American females who attend higher education to participate in semistructured interviews. Thematic analysis of the data indicated that being a better role model and provider; facing financial difficulties; and balancing home, school, and career were among the key findings. These findings on challenges of African American female veterans' experiences can be used to inform university administrators, state employment agencies, the Army's Soldier for Life Transition Program, and the U.S. Department of Veterans Affairs. This study contributes to positive social change by providing understanding to institutions of higher education regarding the transitional experiences of African American female veterans and the need to implement programs to assist them better.
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Mendoza-Williams, Jaime. "Road to success| The experiences of academically successful graduation-bound African American males." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10001591.
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<p> From slavery to modern times, African American males have faced a wide range of obstacles growing up in America. This study used resiliency and self-determination theories as the lenses to understand the experiences of 21 academically successful African American males. Their stories were examined to better understand their experiences. Interview data were analyzed to extract subject matter from each interview to develop codes and themes within the participants’ experiences. Demographic questionnaires are used to enhance and supplement the individual experiences of each participant. </p><p> This qualitative study highlighted the fundamental reasons why a small group of African American male high school juniors and seniors in the selected high school have succeeded academically. Through interviews, and field notes, I uncovered factors related to home and school environmental factors, academic and surrounding community factors, factors of self-motivation from participants, and the role of sports and extracurricular activities, which contributed to the success of these African American males. </p><p> The qualitative methods used in the study gave voice to the students and made their individual experiences clear. The findings indicated that parent and teachers’ high expectations and positive relationships, loyal peers who also served as accountability partners and a strong relationship with their parents; especially their mothers contributed to their academic success. An in-depth examination of the study findings could lead school personnel to actively participate in critical conversations about issues related to African American male achievement. The context centering on the mutual themes present in the lives of the 21 participants of this study may lead to significant school-based, school district, local and national school reform and increased achievement for all students; particularly African American males.</p>
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Trimble, Meridee Jean. "Non-traditional study abroad| African American collegiate women navigating service learning in Indonesia." Thesis, Hampton University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10092253.
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<p> This qualitative study explored the experiences of African American collegiate women during a service learning program to the non-traditional study abroad location of Indonesia. The Integrated Model of College Choice, Human Capital Theory, and Experiential Learning Theory formulated the conceptual model and theoretical framework undergirding this research endeavor. The literature review comprised a discussion of non-traditional study abroad locations, study abroad trends of underrepresented groups, navigation of the study abroad decision process, and service learning as a study abroad option. Four research questions explored participants’ descriptions of the experience, social and cultural challenges encountered, changes and learning outcomes achieved, and recommendations for improvement. The findings from individual interviews, a focus group, and a document review yielded four emergent themes, including the development of transnational competence, personal growth and transformation, service learning programmatic considerations, and diversity perspectives. </p><p> Conclusions of this study indicated that transnational competence was developed by interacting and communicating through a language barrier and gaining exposure to different social and cultural norms, living conditions, religious beliefs, and educational system. Adaptability, flexibility, empathy, respect, and appreciation were achieved learning outcomes and contributed to the development of a global skill set helping students navigate cross-cultural dynamics. </p><p> Students’ articulation of preparedness, a broadened worldview, and the desire for future international endeavors demonstrated that a short-term service learning study abroad opportunity yielded transnational competence. Students’ experiences of diversity abroad highlighted the relative absence of African American collegiate women from the study abroad landscape in a non-traditional location. The higher education apparatus has a role in reversing the trend of low African American college student participation in study abroad by addressing programmatic considerations, including the provision of more information, improved program planning, and the availability of financing. Creating an institutional culture in which international education is a strategic priority, expectation, and norm can develop students’ transnational competence and positions African American students more competitively for academic and professional success in a globalized world.</p>
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Johnson, Demetrius Pargo. "Predicting Academic Achievement of African American Undergraduate Men Attending Private Historically Black Colleges or Universities." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846200.
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<p> The correlational study focused on the relationship between academic achievement and mattering theory of African American undergraduate men attending private historically black colleges or universities. The 45 question <i> Mattering Scales Questionnaire for College Students</i> (Kettle, 2001) instrument was administered to (N = 75) undergraduate African American men attending a private historically black college in the southeastern United States. The results indicated a positive relationship between interactions with the administration and academic achievement. The findings also suggested undergraduate African American men attending historically black college or universities expressed unfavorable or neutral perceptions of mattering toward historically black colleges or universities.</p><p>
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Johnson, Susan Denita. "Terms of engagement what matters to African American college student participation in educationally purposeful activities /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278241.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3758. Adviser: George D. Kuh. Title from dissertation home page (viewed May 8, 2008).
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Bennett, Sean T. "African American student perception of persistence in engineering at a predominantly white institution." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10116308.
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<p> This study examines African American student perceptions of persistence in engineering. The research design is methodologically qualitative using a purposefully selected population of engineering students. Semi-structured interviews were designed to develop an in-depth understanding of what completion of the engineering degree means to African American engineering students. This research seeks insight into the linkages between African American student perceptions of persistence as it relates to both the academic and social culture of the engineering department. </p><p> Vincent Tinto’s model of Institutional Departure (1975, 1987) is one of the most commonly cited models of persistence in higher education (Braxton, Milem, Sullivan, 2000). Tinto’s model was leveraged in this study to understand perceptions obtained through student interviews. Tinto suggests that exploration of student goal commitment and perceptions of institutional commitment are key to understanding student persistence. Results of this study suggest that African American students have perceptions about the university that may influence the decision to persist in engineering. Ultimately, this study may prove useful to researchers and administrators interested in improving access and success for African American engineering students.</p>
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Abraham, Chacko. "How Are Nonresident African American Fathers Involved in Their Children's Academic Success?" Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10618476.
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<p> The purpose of this qualitative research was to explore how self-identified academically successful students perceived their nonresident African American fathers’ involvement in their education and to determine ways to encourage paternal participation in schools. Joyce Epstein’s Six Types of Parental Involvement Typology was used as assess how the nonresident African American fathers were involved in their children’s education. The research design used for this study was a basic interpretive qualitative approach. Participants in this study were students who attend or have previously graduated from a four-year university or college. There were 25 participants in the study. The students were 18–23 years of age. The data collection method for the study was in the form of a 60-minute in-depth interview with each participant. Semistructured interview questions were used to collect information for the study. </p><p> Data obtained from the interviews revealed eight themes: (a) encouragement, (b) breaking the cycle, (c) sports, (d) help with schoolwork, (e) offering advice, (f) financial assistance, (g) phone calls, and (h) helping others with similar struggles. The participants revealed that their fathers were not involved directly in their schools, as measured according to Epstein’s six types of parent involvement, but rather the fathers were involved in indirect ways in accordance to Dewey’s view on education. </p><p> Two of the themes were more participant based: (a) the need to break the cycle of paternal absence, so that their children would not grow up without knowing their fathers; and (b) the desire to be of some support and to offer assistance to others going through the same struggle of not having their fathers in their lives. </p><p> The findings revealed that the involvement of the nonresident African American fathers in this study did not conform to Epstein’s parental involvement model, but rather their involvement was indirectly involved in their children’s education. Physical absence of the father does not mean that he is not important, but rather that various factors may hinder his involvement with his children. Schools should make a conscious effort to foster relationships between fathers and their children. Nonresident African American fathers can make a difference.</p><p>
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Thomas, Brian A. "The relationship between self-concept related factors and degree aspirations of African American college students." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254728.
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<p> Notable scholars including Astin, Pascarelli, Terenzini and others have pioneered studies in psychosocial issues including self-concepts related to college students’ experience and achievement factors (Astin, 1984, 1991; Pascarella & Terenzini, 2005; Terenzini, Pascarella, & Blimling, 1996). In recent years, there has been an increase in national attention on the identification of those factors that promote educational success and related outcomes specifically for African American college students (Cokley, 2000, 2003, M. J. Cuyjet, 1997, 2006b; Harris III, Palmer, & Struve, 2011; Wood, 2012; Wood, Harris, & Khalid, 2015). Some scholars have sought to learn more about the role of individual attitudes, behaviors, and self-concepts of students who are achieving academic success (Harper, 2004, 2008, 2012; F. Harris & Wood, 2013; Hunter & Davis, 1994; Wood, 2012). However, little research has been completed in recent years about the specific attitudes and behaviors associated with degree aspirations of African American college students (Bharmal et al., 2012; Cokley, 2000; Thomas, Smith, Marks, & Crosby, 2012). Therefore, the purpose of this research study was to examine data from the 2011 CIRP National College Senior Survey to understand better and draw inferences from the relationships between specific self-concept related factors of African American college students after four years of college and their degree aspirations. </p><p> The conceptual framework for this study was based on Harper’s Anti-Deficit Model (Harper, 2012) which suggests researchers should seek to understand degree apsirations of African American students from the viewpoint of those attributes, characteristics or assets that contribute to academic their success versus what students may lack. The study also drew upon the Holistic Identity Model (HIM) (Winkle-Wagner & Locks, 2014), which was built upon the premise that students experience multiple identities simultaneously during their college years and that those identities play a significant role in the manner by which students elect to approach, engage in and aspire to higher education. Together these models provided a guide and a lens by which this study was conducted and through which the results were understood. </p><p> Findings from this quantitative study included the statistical significance and extent of the relationship of academic self-concept, habits of mind, leadership self-concept, social agency, social self-concept, and spiritual self-concept and degree aspirations. Gender-based differences that were statistically significant were reported. Results of the predictability of those self-concept-related factors regarding degree aspirations were also included. The study concludes with a discussion of the implications of the findings for policy, practice, and further research.</p>
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Hogan, Christopher James. "EXAMINING THE AFRICAN AMERICAN MALE UNDERGRADUATE STUDENTS' PERCEPTIONS OF BARRIERS AND FACTORS FOR SUCCESS." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1310390628.
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Simmonds, Robert M. "A policy analysis of the federally mandated undergraduate desegregation criteria measured by retention strategies for minority students at a senior public traditionally white institution in Virginia." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618310.
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The purpose of this research was an analysis of the implementation of the federally mandated undergraduate desegregation criteria. This research looked at the development of policy at the federal level, and the subsequent response by the State of Virginia and Virginia Commonwealth University.;Virginia Commonwealth University was selected for this study for two reasons: (1) Virginia Commonwealth University is located in an urban setting which has the largest black population in the state, and (2) this institution has the largest target (identified by the state) of black enrollment than any other public senior institution in Virginia.;Retention strategies were used to measure the implementation of the federal criteria at the institutional level, and the Institutional Integration Scale was used to measure the minority student's academic and social integration with the institution.;It was hypothesized that: There is no statistically significant relationship between the perceived integration of minority and nonminority full-time freshmen students at Virginia Commonwealth University. In addition, several policy questions were addressed: (1) Do the minority retention programs developed by Virginia Commonwealth University incorporate the successful retention elements identified by the retention literature? (2) Do at least half of the freshmen minority students utilize the retention programs? (3) Do the responses of minority students to the Institutional Integration Scale reflect the minority student's participation in the retention programs developed at VCU? (4) Do the federally mandated undergraduate desegregation criteria set forth a policy that will help institutions develop minority retention strategies while meeting the complexity of student retention? and (5) Do the retention strategies outlined in "The Virginia Plan" provide public senior institutions with examples of successful retention programs or identify variables most likely to affect minority student retention?;In conclusion, there was insufficient evidence from the survey to reject the null hypothesis. The content analysis, however, revealed that the federal undergraduate desegregation criteria lacked elements of successful policy development. In addition, the federal policy lacked direction for the development of retention programs, and a clear understanding of higher education in general.;Policy must be succeeded by better policy built upon the preceding policy, rather than viewed as an end unto itself. (Abstract shortened with permission of author.).
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Powell, Anne-Elizabeth C. "Racial Identity Development of Transracial Adoptees During College| A Narrative Inquiry." Thesis, Azusa Pacific University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288533.
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<p> This narrative inquiry study focused on the research question: <i> How do lived experiences during college contribute to racial identity formation of Black or biracial students who were adopted domestically by White parents? </i> The purpose of the study was to better understand the racial identity development of transracial adoptees (TRA) during the college years. Data consisted of over 35 hours of interviews conducted with five TRA college juniors and seniors using a series of three interview protocols. The first interview focused on childhood and hometown experiences, the second on life experiences during the college years, and the third interview focused on the meaning participants made from the first two sets of questions. Three principle themes emerged from the data, as well as a variety of sub-themes. The first theme was labeled <i> Difference,</i> with sub-themes of <i>Fitting in, Navigating Black Societal Norms,</i> and <i>Common Experiences.</i> The second theme, <i>Racism,</i> included sub-themes labeled <i>Racist Encounters, Color-blindness/Parental Education,</i> and <i>Preparation Against Racism.</i> The final theme was labeled <i>Resilience,</i> and included the sub-themes <i>Connectedness, Faith,</i> and <i> Counseling.</i> Analysis of interview data revealed three main supports that participants perceived to be instrumental in their racial identity development during college: study abroad experiences, mentors, and diversity/ethnic studies courses. Implications for practice include adding adoption-related items to admissions questionnaires, situating supports for TRA students within a specific office such as Multi-Cultural Centers or Wellness Centers, and adding training in adoption issues for on-campus counselors and student affairs professionals.</p><p>
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Ingram, Ted Nicholas. "From challenged to triumphant factors contributing to African American male doctoral students' persistence at predominantly White institutions /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278472.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4223. Adviser: George D. Kuh. Title from dissertation home page (viewed May 20, 2008).
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Mitchell, Venessa M. "A phenomenological study factors African American female college students face participating in engineering STEM majors." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691416.
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<p> The purpose of this qualitative research methods study with empirical phenomenological research design was to explore the lived experiences of the African American females compared to other populations entering engineering or other Science, Technology, Engineering and Mathematics (STEM) program in colleges. Although African American females have made some strides in educational achievements, there continues to significantly less progress in engineering and other STEM disciplines. Many occupations in the science, technology, engineering, and math fields require degrees in STEM to be considered for interviews and eventual employment. The African American female population in order to be more successful in engineering or other STEM programs it will be necessary to understand what barriers may exist that hinder positive results on an ongoing basis. The general problem of low numbers of female minority college students in STEM programs continues to create concerns for administrators and instructors. Proper evaluation and recommended improvements are needed to improve success rates for the African American female students. The goal of this research was to interview approximately 20 – 25 African America female college students in engineering and other STEM programs to identify what obstacles may exist that might hinder their success in these programs and make recommendations for improvements in the future.</p>
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Starnes, Martinique. "Dreams Deferred| A Critical Narrative Analysis of African American Males in Pursuit of Higher Education." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722558.
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<p> Many studies have been conducted on the achievement gap between Caucasian and minority students (Bankston & Caldas, 1998; Brown & Donnor, 2011; Howard, 2008; O’Conner, Lewis, & Mueller, 2007; Osborne, 1999), as this gap has been a persistent problem for decades. However, despite more students of color gaining access to institutions of higher education, there is still a severe gap in college graduation rates (National Center for Education Statistics [NCES], 2011), with African American males being the least likely group to be found on college campuses (Dunn, 2012), and thus, possessing the lowest college graduation rate. St. Peter Claver Academy (pseudonym) is a Catholic, male high school located in an inner city, low-income community in the western United States. The demographic composition of the school is 65% Latino and 35% African American. Despite the fact that 100% of seniors are accepted into a college or university, the graduates of St. Peter Claver Academy have very poor college graduation rates. This qualitative study investigated the narratives of seven African-American graduates of the school in order to understand their college experiences, looking closely at attrition, retention, resilience, and persistence. Through the lens of critical bicultural theory, the voices of these former students are central to this study in an effort to seek common threads about their experiences, which can provide educators useful insight on how to improve the college graduation rate for this underrepresented student population group.</p>
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Warner, Ryan C. "The Role of Racial Microaggressions, Belongingness, and Coping in African American Psychology Doctoral Students' Well-Being." Thesis, Marquette University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929372.
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<p> Research has indicated that African American undergraduate students experience racial microaggressions within their university contexts, and these experiences are associated with negative outcomes such as symptoms of depression and anxiety (Cokely, Hall-Clark, & Hicks, 2011; Nadal, 2011; Nadal, et al., 2014). Little is known about the experience of microaggressions and their effects on African American doctoral students, particularly those within the field of psychology. The purpose of this study was to investigate the relationship between racial microaggressions, sense of belonging, coping strategies (problem solving, social support and avoidance), and psychological well-being among African American doctoral students in psychology. Results revealed that every participant had experienced at least one racial microaggression in their doctoral program within the last six months, with the most common types being related to environment and assumptions of inferiority. Contrary to hypotheses, results from a hierarchical multiple regression analyses suggested that racial microaggressions did not significantly predict psychological well-being in this sample. Findings also did not provide evidence for social support, problem solving, avoidance, or sense of belonging as moderators for the negative impact of microaggressions. Overall, the results of this study suggest that African American doctoral students in psychology experience racial microaggressions, but questions remain about the effects of these experiences on psychological well-being. Implications and future research directions are discussed.</p><p>
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Mitchell, Melanie L. "They Want a Black Face Not a Black Voice| The Professional Experiences of African American Women Middle-Level Managers." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825031.
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<p> African American women in student affairs face negative experiences as they seek to move along their career paths, including discrimination based on race and gender, tokenism, and microaggressive behavior. This qualitative interview study explored the professional experiences of 25 African American women middle level managers (MLMs) employed at four-year, predominantly White institutions across the United States. All of the participants had a desire to advance beyond their current MLM position to a senior role in student affairs. This study employed a conceptual framework combining Black Feminist Thought (BFT) with the Human Resource (HR) Frame of Bolman and Deal which piece together a lens for both the individual experiences of African American MLMs, and as people in their organizations of higher education. </p><p> Three themes emerged from this study. First, participants faced professional and personal challenges throughout their professional journey including race-based and gender-based discrimination and disrespect, being “the only,” the need to think carefully about presentation of self, and demands based on higher standards of performance and motherhood. Second, participants accessed a range of strategies and supports such as mentors, sponsors, faith, family, community, and a network to respond to and navigate these challenges. Participants were strategic agents who recognized the importance of putting themselves first. Finally, opportunities for professional growth throughout their career were a central component of their plans for advancement. </p><p> This study offered recommendations for policy, practice, and future research. Individuals should build networks to find a mentor and establish community while continually seeking professional growth opportunities. Institutions should support affinity groups for faculty and staff of color, provide culturally relevant training for senior student affairs officers on preparing evaluations for African American women MLMs, and on-campus professional development opportunities including collateral assignments that align with the ACPA and NASPA competency areas.</p><p>
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Freeman, Pamela Telia Barber. "Presidential profiles in higher education : perspectives from African American women /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1993.
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Grant, Terry Vincent. "African American Males' Perception of the Barriers in Higher Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7383.
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Individuals who earn a college degree increase their chances of stable employment and decrease their chances of committing crimes. Fewer African American males earn college degrees compared to European American, Asian American, and Hispanic American males. The purpose of this qualitative, multiple case study was to explore how barriers to education are developed, how they affect the education of African American males, and how those perceived barriers may be overcome. This study was framed by 2 theories: Steele and Aronson's stereotype threat and McClelland, Atkinson, Clark, and Lowell's achievement motivation. The six participants for this study were male college graduates who self-identified as African American. The participants were recruited through social media invitations and referrals. An invitation to participate was posted to social media sites LinkedIn and Facebook. Participants were asked to respond to the social media invitation and complete a Survey Monkey questionnaire. The participants were selected based on two indicators; the geographic location between Beaufort South Carolina and Jacksonville Florida and having a college graduation date within the past 2 years. The participants revealed barriers of focus, disability, family schedule, and disability. The African American males who participated in this study used support systems of family, classmates, and the university faculty and staff to overcome their barriers. The findings from this study may provide educators, students, and parents with information on the barriers to higher education for African American males and some of the strategies used to overcome them. The information gained from this study may allow educators to make changes to the curriculum. Parents may understand how to approach school issues with their children, and students will have strategies to help them overcome similar barriers.
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Smith, Monica Paulette. "Historically Black College and University Presidents' Perceptions of Their Role in the Civic Engagement of Their Institutions and Students." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272918.
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<p> The purpose of this study was to investigate Historically Black College and University (HBCU) presidents’ perceptions of their role in preserving and promoting civic engagement at their institutions. HBCU presidents from six institutions with exemplary civic engagement initiatives responded to semi-structured interview questions. These questions were centered on identifying key factors and variables associated with how their institutions categorize civic engagement, and the degree to which civic engagement is integrated with their missions. A review of research confirmed a dearth of empirical studies about the leadership attributes of HBCU presidents and the extremely limited research on HBCU civic engagement. Because the phenomenon of HBCU civic engagement can be defined with complexity and contextualization, the study utilized a qualitative research design with two central research questions guiding data collection and analysis. The study examined the role HBCU presidents provide in the preservation and promotion of their HBCU's civic engagement mission. It also examined their perception of the value and impact civic engagement has on the overall success of students at these institutions. Coding analysis yielded three leadership strategies that HBCU presidents implement: presidential community presence; leveraged presidential influence; and community messaging congruence. The result of these three leadership strategies is a distinctive HBCU institutional responsiveness to Black communities. New terminology, liberation engagement, and a theoretical paradigm are offered to explain the unique civic engagement of HBCUs based upon presidents’ perspectives. Keywords: HBCUs, presidential leadership, civic engagement, HBCU students, HBCU community engagement, liberation engagement</p><p>
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Hyatt, Vergil A. "The impact of family structure on African American male college success." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10038426.
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<p>This quantitative research study examined the relationship between degree attainment of 99 African American males from dual-parent and single parent families. This empirical investigational study examined the relationship between type of family support from dual and single parent families on African American males’ academic success. The variables tested were dissimilarities, the amount, and the differentiation in degree attainment. Participants completed an online survey that included an informed consent form, demographic questions as well as survey questions regarding their relationship with and support from their families. The survey also required the participant to answer questions that provided information about family activities, structure and relationships, organization, activities, emotional support, and methods of communication. Moos and Moos’ (2002) Family Environment Scale (FES) Real Form (Form R) was used to measure people’s perception and attitude of their actual family environments. The relationship subscale was used to ascertain measurements of cohesion, expressiveness, and conflict. This study addressed three research hypotheses pertaining to the type of family situation (dual versus single-parent homes). None was statistically significant, thereby providing support to retain all three null hypotheses. Study results indicated the success of African American males and their degree attainment is due in part to the familial support and encouragement. The outcomes yielded from the study suggest that regardless of the type of family structure whether dual or single parent, there are common variables within both family systems that aid the individuals in persisting in their efforts to obtain their undergraduate degree. </p>
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Ford, David Julius Jr. "A grounded theory of the college experiences of African American males in Black Greek-letter organizations." Thesis, Old Dominion University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580583.
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<p> Studies have shown that involvement in a student organization can improve the academic and psychosocial outcomes of African American male students (Harper, 2006b; Robertson & Mason, 2008; Williams & Justice, 2010). Further, Harper, Byars, and Jelke (2005) stated that African American fraternities and sororities (i.e., Black Greek-letter organizations [BGLOs]) are the primary venues by which African American students become involved on campus. This grounded theory study examined the relationship between membership in a BOLO and the overall college experiences of African American male college students at a Predominantly White Institution (PWI). Eleven themes were identified in the study indicating that membership had a positive impact on the college experiences of African American male college students at a PWI. The study also examined the perceptions of counselors and other college student personnel regarding their role in improving the academic and psychosocial outcomes of African American male college students. Participants indicated that their role is to provide academic and psychosocial support for these students; they offered strategies for PWIs to improve the persistence and success of these students. Implications for counseling, higher education, and Black Greek life are provided.</p>
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Flournoy, Khadisha. "An Investigation of the Challenges Faced By Ghanaian International Students in the American Higher Education System| A Phenomenological Multi-Case Study." Thesis, Roosevelt University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975416.
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<p> This research study sought to investigate and explain the perceptions and experiences of Ghanaian international students in the American higher education system. Four subjects enrolled at different higher education institutions in the USA participated in the study. The participants were selected based on the following four criteria: (a) they were Ghanaian international students; (b) they were 18 years of age or older; (c) they had successfully completed two years or more of post-secondary education in the USA; (d) and they were proficient in the English language. Three research questions guided the study: What are the perceptions of Ghanaian international students regarding their experiences in a higher educational institution in the USA? What factors influence these perceptions? What are the specific ways that Ghanaian international students negotiate the challenges of the American higher education system? A qualitative methodology and case study research design was utilized to collect data. Critical race theory, phenomenological theory, postcolonial identity theory, and intersectionality theory provided the theoretical framework for the study. Data collected from the 13 in-depth semi-structured interviews, researcher’s observations, and a researcher’s reflective journal, were coded using both open and axial codes. Thematic analysis was done vertically for each participant and across all participants’ responses. These codes were then categorized into themes and subthemes. Five themes emerged from the data analysis and these included: acculturation challenges, economic concerns, weak institutional support system, visa issues, and geography. Key influences included nationality, ethnicity, family background, religion, socioeconomic status, personality, and prior foreign travel experiences. Social networking and creating personal support systems appeared to be the most common coping strategies employed by participants. The limitations of this study included the small number of participants and the institutional type, among other factors. The implications and recommendations regarding future research are included. </p><p>
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Haynes, Christina S. "TIGHTROPE WALKERS: NARRATIVES OF ACADEMICALLY SUCCESSFUL AFRICAN AMERICAN WOMEN ATTENDING PREDOMINATELY WHITE INSTITUTIONS." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366996649.
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Phillips, Adrienne Louise. "Keepin' it real the black male's (dis) ability to achieve in higher education /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1447Phillips/umi-uncg-1447.pdf.
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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Feb. 28, 2008). Directed by Hephzibah Roskelly; submitted to the Dept. of English. Includes bibliographical references (p. 136-144).
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Bell, Michael Terrell. "Ascending the Ivory Tower| The Barriers to Black Leadership in Higher Education Administration." Thesis, St. Thomas University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747028.
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<p> Contemporary higher education is becoming more diversified, both in student populations and the ranks of faculty and staff. However, that same level of diversification does not extend to the upper echelon of higher education administration. The following research examines African Americans in positions of higher education administrative leadership and the obstacles that prevent advancement to those positions. The study utilizes a qualitative ethnographic approach and examines the experiences and perceptions of 10 African American leaders in higher education. Their experiences and perceptions are analyzed with five themes ultimately emerging. These themes of 1) insufficient representation of African Americans in higher education administration, 2) insufficient opportunities for mentorship of African American administrators, 3) overall isolation of African American Administrators, 4) various socio-economic barriers that impede educational obtainment and career advancement, and 5) institutionalized cronyism and elitism that hinders promotion of African American administrators represent barriers or obstacles that hinder African Americans from ascending the ivory tower of higher education administrative ranks. The recommendations in this study include further research about African Americans in higher education administrative leadership. Further study may potentially aid in the creation of programs aimed at increasing the advancement of minorities in leadership roles at higher education institutions.</p><p>
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Briggs, Jerryl. "The lost art of pledging within NPHC fraternities: The continuing presence of hazing during the membership intake process." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539791812.
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As one participant of my study said, "Yes, I was hazed, and following my induction, I hazed others. That's the way it is and that's the way it will always be." This is how he justified his involvement with hazing within his fraternity.;"For over seven hundred years in higher education, and over two hundred years in American higher education, some form of hazing has existed, a systematic means of indoctrinating new members of the university community through a rite of passage. It is within this culture that fraternities were started" (Kimbrough, 2003, p. 39), including African American organizations. From their beginning, "African American fraternities were created in an effort to provide Black students with the interpersonal, social, educational, and professional support denied to them in many American social and political structures; however, they did not autonomously create the process of violent initiation" (Ross, 2000, p. 6). Even still, hazing has become such a significant problem for African American fraternities that these destructive practices are raising questions regarding the continued existence of these Greek organizations. Individual students, their parents, local chapters, national organizations, legislatures and courts are all affected by the devastating results of hazing and the unwillingness amongst African American fraternity members to eliminate it from their practices.;Through an investigation of the membership intake process for African American fraternities, this research provides a better understanding of the meanings behind hazing activities that occur within that process or even after membership (post-pledging). The problem of this qualitative study was to explore the reasons that African American fraternity members engaged in or allowed themselves to be hazed during their initiation process. I wanted to create a better understanding of the role hazing continues to play within African American fraternities. to accomplish this, my study focused on members of one of the NPHC fraternities, dividing them into three distinct cohorts based from the year they became a member of their fraternity (1990-1995; 1996-2000; and 2001-2006).;Based on my analysis, distinct characteristics define each cohort in a general sense with each cohort having their own individual reasoning for hazing activities within their fraternity. Many similarities were apparent among all the men involved in the study; however, equally, extreme differences emerged as to why they allowed themselves to be hazed. Each cohort, although comprised of five individuals, shared some commonalities unique only to their cohort.;Within this dissertation, I discuss eight distinct areas discovered in my analysis, giving pertinent information relating to each cohort and the overall group as well. The eight areas are: (1) the significance of masculinity and manhood in the induction process; (2) the escalation of violence within hazing activities; (3) intra and inter-fraternity relationships; (4) the relevance of the shift from pledging to the membership intake program; (5) hegemonic versus Afro-centric interests in deciding to join the fraternity; (6) pledging versus hazing; (7) definitions of respect; and (8) attitudes toward hazing.
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Castillo-Montoya, Milagros. "A study of first-generation African American and Latino undergraduates developing sociopolitical consciousness in introductory sociology classes." Thesis, Teachers College, Columbia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590255.
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<p> This study examines the development of first-generation African American and Latino college students' sociopolitical consciousness in the context of their learning of sociology as a component of their liberal education studies. Given the paucity of research on how college students develop sociopolitical consciousness, this study addresses: (1) the nature of first-generation undergraduate African American and Latino students' sociopolitical consciousness at point of entry to college-level study of introductory sociology, (2) college students' sociopolitical consciousness prior to (or early in) their interaction with sociological ideas, (3) changes that may occur in these students' sociopolitical consciousness as they interact with sociological ideas, (4) classroom activities that may be related to changes experienced by the students, and (5) acts, reflective of sociopolitical consciousness, in which the students engage. </p><p> Conducted at an urban university with high racial and ethnic diversity, the study featured documentation and analysis of 18 focal students' learning in two sections of a sociology class. The study relies on interviews with the focal students about their learning and thinking in and out of class, interviews with instructors and administrators, class observations, analysis of students' written work and other class materials including textbooks, and review of institutional and curricular documents. </p><p> Study findings portray undergraduates' sociopolitical consciousness as comprised of <i>awareness</i> and <i>understanding</i> of sociopolitical forces. Students' awareness and understanding may vary by degree (amount of) and topic. College students enter the classroom already in possession of some sociopolitical consciousness which may be viewed as part of their prior knowledge. Study findings indicate that students' sociopolitical consciousness intensifies and at times is transformed as students encounter sociological subject matter. Two aspects of the classroom may contribute to developing undergraduates' sociopolitical consciousness: (1) in-class discussions and (2) professors offering examples during their teaching relevant to students' interests. The study suggests that students' acts of analysis and/or critique, and their acts of involvement, can contribute to their <i>sociopolitical capacity</i>—an amalgamation of consciousness and acts. Implications and ideas for future research follow.</p>
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Scott, Lakia Maria. "The Black college experience| What does it mean to African American teens? A descriptive case study investigating student perceptions and its influence on college choice and HBCU student enrollment." Thesis, The University of North Carolina at Charlotte, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636164.
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<p> Historically Black Colleges and Universities (HBCUs) continue to represent a great legacy in the history of education for African Americans; however, these institutions are faced with contemporary challenges that include: declining Black enrollment, financial constraints, and questions concerning the value an HBCU degree holds. Research illustrates how HBCUs are academically and culturally accommodating for Black students (Albritton, 2012; Fountaine, 2012; Fries-Britt & Turner, 2002; Outcalt & Skewes-Cox, 2002; Thompson, 2008), but when deciding on which college to attend, high schoolers give more consideration to financial access and prestige, and less to the development or affirmation of racial identities (Braddock & Hua, 2006; Fleming, 1984; Freeman & Thomas, 2002; Tobolowsky, Outcalt, & McDonough, 2005). The current scope of literature fails to recognize Black high school students' perspectives on electing to attend an HBCU (Dancy & Brown, 2008; Davis, 2004; Dillon, 1999; Freeman, 1999). Critical Race Afrocentricity provides a lens to examine how HBCUs serve as a historical and contemporary marker for educational opportunity among Black college students in a time where the concept of race is seemingly not a determinant in college selectivity. This study examines the perspectives of 13 Black college-bound high school students in regards to attending an HBCU. Since there is a slight decline in Black enrollment at HBCUs, it is necessary to examine the contemporary role HBCUs will serve for future generations of Black students. Findings of the study indicate that Black teens recognize the intellectual, cultural, and social value in attending an HBCU; however, they feel that factors such as financial affordability and academic reputation are more pertinent factors in college selectivity. Furthermore, there is a need for future research to examine the participants' perspectives (as teens aspiring to attend college) to their collegiate experiences.</p>
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Robinson, Janet L. "Imposterized| The Experiences of Tenured and Tenure-track Black Women Instructional Faculty at California Community Colleges." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825030.
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<p> The increased diversity of students at community colleges makes support and retention of Black women instructional faculty critical. Black women instructional faculty may feel like imposters, receiving messages of inadequacy, despite their achievements. If so, such feelings may impede their ability to serve students and to thrive more generally in their roles. Until now, the question of whether or how Black women faculty working in community colleges experience the imposter phenomenon had not been asked. </p><p> Through 23 in-depth, one-on-one interviews, this qualitative study explored and assessed the presence of and success strategies utilized to counter the imposter phenomenon or other challenges experienced by tenured and tenure-track Black women instructional faculty members employed at California community colleges. Findings revealed contentment and job satisfaction. While participants were familiar with and had experienced the imposter phenomenon, there was a general absence of the phenomenon in their current roles due to positive on-campus relationships with colleagues and students. Microaggressions from colleagues and students related to appearance were reported, but these challenges were mitigated through established mentors and allies and a strong sense of cultural and personal identity. Established expertise and participation in professional development were also strategies that helped participants to navigate, persist, and thrive in their work environments. </p><p> Recommendations for policy include increased state funding for community college faculty members to participate in off-campus professional development training. Practice recommendations include interpersonal skills training for new department chairs and best-practice discussions among continuing department chairs throughout the year. Recommendations for future research include replicating the study in other states and among adjunct faculty in California.</p><p>
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Johnson, Paul Brandon. "The experiences of first-year African American males in a living learning community attending a historically black college and university| Implications for retention." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123658.
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<p> The purpose of this case study was to investigate the experiences of first-year African American males who participated in a Living Learning Community (LLC) while attending a Historically Black College and University (HBCU), to understand how, if at all, the program had any impact on the participants’ retention. The conceptual framework for this study was derived from the student integration model (Tinto, 1993). </p><p> Research was conducted on the campus of a mid-sized HBCU located in the southeastern region of the United States. Over a period of four weeks, data were collected from students participating in the LLC. Data collection methods included 12 in-depth interviews, 12 residence hall observations, 4 classroom observations, and information from reports obtained from the institution. Themes and subject categories from the interviews and observations were determined using a combination of In Vivo (Creswell, 2013; Saldana, 2013) and open coding (Corbin & Strauss, 2007). </p><p> Findings from the case study showed students in the LLC perceived they experienced and/or received several academic benefits associated with their participation, such as knowledge and use of academic support services including academic advising, tutorial services, and supplemental instruction. The students also perceived they experienced more social connectivity with their fellow LLC members and participated in more social events compared to those not in the LLC. Additionally, the participants commented the program made it easier for them to make friends, which facilitated a smoother transition to college. Students also directly associated their LLC participation with increasing their likelihood of being retained. </p><p> Based on these findings, a foundation for understanding how LLCs on HBCU campuses can positively impact first-year African American males will be established. The conclusions drawn from the study will advise higher education practitioners on methods to enhance outcomes for African American male students on HBCU campuses using LLC programming.</p>
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McGee, Marquis Cornelius. "From Roots to Star Trek| A Case Study on Successful Persistence of African American Male Engineering Majors." Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837215.
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<p> The United States is competing on a global level for jobs in the STEM fields but retention and graduation rates in the engineering disciplines are lower than desired. African American males make up 5 % of the population of American colleges and universities (Strayhorn, 2010) and many of those pursuing an engineering degree often are not academically prepared for a career in engineering. There are African American males who have successfully persisted in engineering; however, limited research is provided about the success of these African American males and their experiences in engineering programs. The purpose of this study was to understand factors that impact successful persistence of African American male engineering majors at a predominantly White institution. Critical Race Theory was used as a framework to gain a broader scope of the underlying themes interwoven into the fabric of American society and a better understanding of the perceptions about African American male engineering majors. A qualitative case study was conducted to understand real-world phenomena through the experiences of successful African American male engineering majors. Using constant comparative analysis technique, two major themes were identified: Overcoming challenges and social identity. Early academic experiences, developing a positive identity, and a connection to others experiencing similar challenges were found to contribute to successful persistence.</p><p>
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Li, Huiwen. "Increasing the number of African American students in undergraduate level classes of Chinese| A call to action." Thesis, Duquesne University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109503.
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<p> Chinese language is the only ideographic language remaining in the world (Osaka, 1976). It conveys affluent Chinese culture and has great influences on the East Asian countries (Miyake, 2013). In the economic globalization of the world, China’s economy and international influence are expanding. For these reasons and many more the Chinese language is widely accepted as one of the major world languages. It makes sense then Chinese language classes are experiencing popularity and growth with United States undergraduates. Despite this growth, however, the enrollment of African American students is constantly low in college Chinese language classrooms (Li, Wen, & Xie, 2014). This call to action argues that this low representation of African American students lies on a course promotion system that denies African American students a preliminary learning opportunity that systematically limits their representation in Chinese language classrooms from the beginning. </p><p> This call for action examines systematic avenues for creating early opportunities. First the study explores the utility of offering African American students an informational workshop introducing the features of the language and the potential benefits of learning it. Next the study examines the leverage that could be gained by providing direct feedback and assessing student interest to explore whether students are more inclined to enroll in Chinese language courses following the information workshop. Such a process could lead to suggested policy changes that might close the enrollment gap between the African American students and their peers. This call for action considers the reality that even a well-designed action plan may not always produce positive consequences. Therefore, an impact evaluation is explored along with suggested instruments and uses. Finally possible outcomes of an impact evaluation are described. </p><p> To ground this call for action, a set of foundational theories are employed that mainly include networked improvement communities, leadership and teamwork, and critical theories. The call for action strongly suggests the iterative cycle of Plan, Design, Study, and Act (PDSA) of the NIC improvement science (Bryk, Gomez, & Grunow, 2011) in the change process beginning with the examination of a local four-year university Chinese Studies Program. </p>
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Boykin, Keyna Kirklen Cobb. "Black Degrees Matter| A Phenomenological Study of Southern Californians with HBCU Bachelors' and Mainstream Institutional Graduate Degrees in California." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283861.
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<p> Historically Black Colleges and Universities (HBCUs) were established with the main objective of identifying and empowering people of African descent. Over the years, these institutions have grown, enrolling 16% of Black high school graduates and during graduation, almost 20% of African-American graduates. Using a qualitative study design, the main goal of this study was to identify the effectiveness of HBCUs’ ability to serve the interests and needs of African-American students who chose to attend and graduate from HBCUs as undergraduate students then attend and graduate from graduate schools at predominantly White institutions (PWIs.) This study inquired about focusing on the factors influencing how undergraduate students make decisions on which college to attend, what factors influence their career selection, and the impact the university experience has on future careers and overall college experience. Data was gathered from African-American HBCU graduates who then attended and graduated from PWIs in California. Interviews and online surveys were conducted with participants to collect in-depth responses regarding their experiences, views, beliefs, and motivations. The sample comprised 100 respondents out of an original 200 who were selected. The study showed that many participants attended their chosen colleges because they preferred to associate with people who shared origins like their own. Family and friends were found to be influential in college selection and educational background influenced the types of careers study participants pursued after graduation from college. Implications for future research are discussed.</p><p>
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Darnell, Carl. "Sharecropping in Higher Education| Case Study of the Florida Agricultural and Mechanical University - Florida State University Joint College of Engineering." Thesis, Indiana University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10680544.
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<p> Historically Black Colleges and Universities have historically been given less funding than White institutions, a known discrepancy partially rectified by the Civil Rights era desegregation lawsuits. The court-ordered funding, however, came with race-based restrictions for public HBCUs, and many lost academic programs to traditionally White institutions. In numerous situations, Black colleges were closed outright or merged with White institutions. The following study explores the unique case of an HBCU coerced into merging an academic unit with a neighboring historically White university. Using archival data and interviews from the HBCU administrators, the case study presents a narrative of how the Florida Agricultural and Mechanical University – Florida State University partnership was formed, explores the partnership’s development over time, and examines differences between the mission and practices of the joint venture from FAMU’s perspective.</p><p>
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Mogan, Thomas Andrew. "The Limits to Catholic Racial Liberalism: The Villanova Encounter with Race, 1940-1985." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216556.
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History<br>Ph.D.<br>This dissertation examines the process of desegregation on the campus of a Catholic university in the North. Focusing on Villanova University during the period from 1940-1985, the narrative explores the tension between the University's public commitment to desegregation and the difficulties of implementing integration on a predominately white campus. Through oral histories, newspaper accounts (especially the student newspaper), University committee meeting minutes, administrators' personal correspondence, and other internal documents, I examine how Villanova students and administrators thought about and experienced desegregation differently according to their race. In examining the process of desegregation, this dissertation makes two arguments. The first argument concerns the rise and fall of Catholic racial liberalism. In early post-World War II era, Catholic racial liberalism at Villanova was consolidated when the philosophy of Catholic interracialism combined with the emerging postwar racial liberalism. This ideology promoted the ideals of an equitable society where everyone had equal rights but it did so with a specific appeal to Christian morality. Catholic racial liberalism held that segregation, let alone racism and discrimination, was a sin. Therefore, Catholic racial liberals possessed an unshakeable faith in the ideal of integration. Throughout the 1950s and 1960s, Villanova adhered to the ideal of integration as the number of African American students increased. Indeed, a consensus of Catholic racial liberalism prevailed on campus. As the civil rights movement began to demand more of white Americans throughout the 1960s, the consensus of Catholic racial liberalism began to weaken as white Villanovans expressed racial anxieties. In the late 1960s, when black Villanova students adopted a position of Black Power and threatened to change the campus culture, the orthodoxy of Catholic racial liberalism was shattered. At Villanova, the 1970s were marked by the struggle to increase minority enrollment. These efforts represented a last desperate attempt by racial liberals to keep alive the civil rights movement's promise of integration. Finally, during the 1980s, as affirmative action programs based on race in higher education came under fire, Catholic racial liberalism was replaced by the ideology of diversity. Therefore, I argue that the rise and fall of Catholic racial liberalism on Villanova's campus demonstrated both the possibilities and the limits to this philosophy. Second, I argue that, despite Villanova's adoption of Catholic racial liberalism, meaningful integration proved elusive. The administration's inconsistent efforts to recruit and to include African American students on campus demonstrated that they were unwilling to transform the campus culture to further the goals of the black freedom movement. Indeed, most white Villanovans, students and administrators, expected African Americans to simply be grateful for the chance to be at Villanova. This, of course, left black students on a campus that was desegregated but integrated in only the thinnest and least meaningful sense of the word. Integration is more than the absence of segregation, yet throughout the period of this study most black Villanova students continued to feel the sting of segregation on campus. In place of integration, Villanova University adopted a paradigm of "acceptance without inclusion" with regard to African American students on campus. In tracing the limits to Catholic racial liberalism and the failure of integration, this research highlights the experiences of historical actors who have not appeared in the previous studies of Catholic higher education - black students. The investigation of the experiences of African American Villanova students reveals a story about race and Catholic higher education that moves the focus away from abstract commitments to racial equality and places it on the men and women who experienced the disparity between public pronouncements and day-to-day practice. To be sure, black Villanova students were not simply pawns in the social drama of desegregation. As such, the narrative examines how black Villanova students, by their presence and their activism, challenged the racial status quo and how white Villanova students and administrators responded to these challenges.<br>Temple University--Theses
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Lewis, William T. "Look through the rear view mirror African American students' reflections on the factors which influenced their success on predominately white campuses /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330771.
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Thesis (Ph.D.)--Indiana University, Dept. of Higher Education Administration and Student Affairs, 2008.<br>Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3878. Adviser: John Bean. Title from PDF t.p. (viewed on Jul 20, 2009).
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Respress, William. "Perceptions of African-american Males Regarding Factors Supporting Doctoral Completion in Colleges of Education." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2970.
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The primary purpose of the study was to examine what institutional factors most influenced the decision of African-American male doctoral scholars to persist unto graduation. The literature review showed mentoring, institutional climate, race relations, and social adjustment as key factors in persistence of minorities in graduate studies. An objective specific to the study was to explore the cumulative outcomes that mentoring, social adjustment, institutional climate, and race relations have upon persistence. The population included scholars at both Predominantly White Colleges (PWIs) and Historically Black Colleges and Universities (HBCUs) throughout the United States in Colleges of Education. One hundred sixty-four scholars responded representing a return rate of 96%. The African-American Male Doctoral Scholar Survey was employed to collect data. Analyses of the data included ANOVA, independent sample t-tests, analysis of frequencies, percentages of responses, and Tukey's Post-hoc analysis. Responses to open-ended questions were analyzed and cited from comments written by scholars. There were six major findings. Factors affecting scholars' decision to persist unto graduation at PWIs differed from those who attended HBCUs when considering mentoring, social adjustment, race relations, and institutional climate. No significant differences were discovered between age groups upon the decision of scholars to persist. Employment classification affected persistence of scholars at both types of institutions. Institutional geographical location affected the decision of scholars to persist. Scholars' classification status did not affect persistence at either type of institution. The number of scholars within the department significantly influenced persistence unto graduation. Recommendations were made for replication of the study and refinement of the instrument. A 13-point institutional plan of action was developed toward improving the persistence rate of scholars. A 12-point plan was developed to assist scholars in achieving a successful doctoral experience.
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Smallwood, Argyle Jeanine. "Challenges African American Students Face When Adjusting to Predominantly White Institutions." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1465.
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The purpose of this case study was to explore the challenges African American students face when adjusting to predominantly White institutions and to review these institutions' diversity policies to determine whether the institutions are aligned with African American students' needs. The study was based on critical race theory to examine whether and how racial microaggressions influence racial tension at the predominantly White institutions selected for this study. The research questions were used to gauge (a) the level of comfort among African American students attending one of these predominantly White institutions, (b) their overall satisfaction with their decisions to attend the institution, and (c) whether an active diversity policy could be found at that institution. Qualitative data were collected from a sample of 107 African American students attending 1 of the 6 predominantly White institutions selected for this study. Descriptive statistics of cross-sectional survey data, along with the diversity policy within each institution, were employed to measure (a) the mean and standard deviation of participants' satisfaction with the environment their campus provided, (b) the decision to attend their institution, and (c) the awareness of their institution's diversity policy. The chi-square test was conducted to test student awareness of the diversity policy and their satisfaction with the organization of the policy. The results from this test were significant (p < .01), showing that the participants were aware of their institution's diversity policy and the protection it provides. Through effective policy changes, predominantly White institutions can positively affect graduation and retention rates among African American students and provide a greater opportunity to promote positive social change.
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Diggs, Betty Jean. "African American Online Doctor of Management Students' Perceptions of Dissertation Writing and Support| Narrative Inquiry." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743118.
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<p> The purpose of this qualitative narrative inquiry was to explore how African American Online doctor of management students perceived engaging support to maintain motivation throughout the dissertation writing process. The study involved collecting and analyzing data from 10 African American online doctoral students who matriculated into an online doctor of management program or had completed the dissertation writing process. Participants shared perspectives on support through narrative storytelling and answered open-ended questions that described individual perceptions of engaging support to maintain motivation during the dissertation writing process. The general research question was as follows: How do African American online doctoral of management students engage support to maintain motivation during the dissertation witting process? Four themes emerged from the findings. The four themes were faith based support, collaborative coaches versus autonomous coaches, traditional faculty support versus nontraditional support, and chair lack of encouragement versus encouragement. The major implication was support to maintain motivation in an online learning environment must include communications and socialization on an ongoing basis during the dissertation writing process. Doctor of management organizational doctoral program leaders may use this study to examine doctoral student support issues, chairs’ encouragement strategies, and the need for dissertation coaching. The conceptual framework for this qualitative narrative inquiry was Bandura’s (1997) self-efficacy theory, Atkinson’s (1957) expectancy value theory, and Vygotsky’s (1978) social constructivist theory.</p><p>
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Harewood, Wayne R. "Addressing the Crisis of African American Males in Community Colleges| The Impact of Leadership & Black Male Initiatives." Thesis, University of Maryland University College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609894.
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<p> The word "crisis" has been used to describe the impact of the current educational system (K-12) upon the lives of African American males. Black males are the group most likely to be negatively stereotyped, the most likely to drop out of K-12, the most likely to be harshly punished, and the most likely to be labeled as a trouble maker. "Social and incarceration problems of young dropouts are quite severe among all gender and race-ethnic groups but are frequently more severe among men and Blacks" (Sum, Khatiwada, Mclaughlin, & Palma 2009, para.16). It is up to community colleges to help remedy this crisis and to educate a host of unprepared Black men.</p><p> The purpose of this qualitative study is to look at what community college leadership is doing to retain and graduate African American men. The research is primarily focused on the success or failures of Black male initiatives (BMI's) and whether or not they have been proven successful in assisting black males to succeed. Questionnaires were sent to directors of Black male initiatives to complete. In addition, document research on African American male initiatives was reviewed. Finally, the data was analyzed to address the research questions. </p><p> Researched showed that Black BMI's help to retain and graduate African Americans at higher rates than African American men not in the program.</p><p> <i>Keywords:</i> crisis, initiatives, leadership, community college retention, Black males.</p>
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Thomas, Kianga Rhea. "An exploratory study of factors that relate to academic success among high-achieving African American males." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618446.
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This exploratory study explored three factors -- self-efficacy, resiliency, and leadership -- that relate to academic success in African American male freshman college students. The study explored how self-efficacy, resiliency, and leadership interrelate, how a pilot group and study group differ in respect to self-efficacy, resiliency, and leadership, and how African American freshman males differ on these factors in respect to key demographic variables.;The study utilized the Student Academic Success Scale (SASS), which was an instrument developed by the researcher in a graduate course. The instrument was administered to 104 participants. Descriptive statistics, correlation coefficients, and a one-way analysis of variance (ANOVA) were data analysis techniques used to interpret data.;Data revealed that participants perceive themselves rather highly on the SASS and that there were positive correlations among all three variables. Furthermore, a one-way analysis of variance (ANOVA) showed that freshmen male students perceive themselves higher on the SASS than students from a pilot group of upperclassmen. Lastly, an ANOVA revealed that African American male freshmen who participated in art programs rated themselves significantly higher on self-efficacy and leadership, while students who participated in mentorship or internship programs rated themselves significantly higher on self-efficacy and resiliency.;Implications of this study indicate that there is a need to develop mentorship and internship opportunities in the elementary, middle, and high school settings for African American males. Moreover, future research should look closely at studying this group longitudinally to evaluate perceptions over a period of time. Another implication for research suggests that comparing a group of African American college males at a Historically Black College or University to African American males at a traditionally White institution on similar dimensions.
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McCleary-Gaddy, Asia. "Prejudice against Black Americans versus Black Africans in College Admission." ScholarWorks @ UVM, 2016. https://scholarworks.uvm.edu/graddis/609.
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Three studies examined prejudice as an explanation for the overrepresentation of Black Africans and the under-representation of native-born Black Americans in Ivy League institutions. I hypothesized admission officers may use Black Africans as a "cover" for their prejudice against Black American natives. The admission of more Black Africans may allow admission officers to express their prejudice toward Black American natives while maintaining an egalitarian image. In Study 1, although the Black African applicant was evaluated as more likable, competent, and had a greater chance of being admitted than the Black American native applicant, differences were only significant when compared with the White American applicant. In Study 2, the Black American native applicant was significantly less likely to be admitted when being directly compared to a Black African applicant (versus a White American applicant). Study 3, tested the boundary effects of Study 2 by exposing participants to an Affirmative Action statement. Similar to Study 2, the target Black American native applicant was significantly less likely to be admitted when in direct comparison with a Black African applicant. In Studies 1 and 3, levels of internal motivation and/or levels of external motivation to respond without prejudice significantly moderated the relationship between ethnicity and decision to admit. Furthermore, findings indicated that the decision to admit the target Black American native versus the competitor was dependent on perceptions of SES. Collectively, these studies offer evidence that the admittance of Black African applicants may provide a cover for discrimination against Black American natives. These results suggest that ethnicity, in addition to race, may affect the educational opportunities of minority group members.
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Branch, James. "A Case Study of Perceptions and Experiences among African-American Males Regarding College Dropout Rates in a Community College." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10282388.
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<p> Community colleges enroll nearly half of the students in public undergraduate programs and a disproportionate number of first-generation, low-income, underprepared, and minority students. The new national completion agenda initiated by President Barack Obama had brought both visibility and pressure to community colleges, which had completion rates of less than 25% for first-time and full-time African-American students and even lower rates for part-time students. When comparing four-year collegiate institutions with community colleges, more African-American males had enrolled into community colleges because of open admission policies, a variety of program offerings, and convenient locations. In contrast, community colleges had more likely lost these particular students because of employment, leniency within admission policies, and personal challenges. A qualitative case study provided some lacking reasons why these students drop out, and these circumstances may subsequently lead to indications of how to decrease the community college dropout rate. The specific problem of interest is the perceptions and experiences that African-American male students had for dropping out of community college before attaining a certificate or associate’s degree or transferring to a four-year institution. The purpose of this qualitative case study was to explore the perceptions and lived experiences of African-American male community college students regarding college dropout. The participants of this study were 10 African-American male former community college students who withdrew from an urban multi-campus in North Texas without transferring to a four-year college or university, or without attaining a certificate or associate’s degree from the community college. Participants were students formerly enrolled at the institution for at least one entire two-semester year. Recommendations concerning these students should be advised on the pros and cons of being employed while attending school during their initial counseling appointment with college personnel. Students should be informed on the difficulties, stress, and anxiety they may receive balancing their job with employment. Advisors should assist these students with skills such as time management and organization to reduce stress and anxiety. If permissible, advisors should also collaborate with students to plan class schedules that may be more flexible concerning their employment. Counseling services also need to be available to assist with stress, anxiety, and other difficulties and uncertainties. Faculty should also be involved to the extent of modifying assignments, tests, etc., in order to assist student success. </p><p> On the other hand, students may need to look at classes that are available online as well as seek job opportunities that have flexible work days and times. Community colleges should create an environment that is deeply rooted in the college and outside community. College administrators, community leaders, and other stakeholders may need to create student-friendly employers, which could be advertised in the college newspaper, or school’s website. These types of employers could provide student friendly policies such as daycare and tuition reimbursement plans, merchandise discounts, and flexible work schedules. The second recommendation is to make sure African-American male students are engaged with the community college to encompass efficient academic advisement, career counseling, college transfer, and support services. The third recommendation is that this particular group of students may need to be provided mentors. Community leaders and other stakeholders who are men of color should be part of the educational experience for African-American males in college to show them what can happen with hard work and attaining a college degree. This particular group of students needs to be viewed holistically, and mentors may provide a personable, positive connection to keep these students in college.</p><p>
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Gibson, Michael A. Jr. "A Case Study on the Experiences of Black Men Participating in an African-American Male Initiative at a Post-secondary Institution." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10976527.
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<p> In the United States, African-American men are dominant in the entertainment industry mainly in sports and music. However, their success in entertainment does not translate to education. Many Black men grow up not having a positive experience in education, thus they do not see its value. However, many see the value in striving after a false sense of masculinity comprised of sex, drugs, money, and crime. This research was conducted to see how effective Black male mentorship through an African-American Male Initiative could be for Black males in a post-secondary institution in providing the positive experience in education that they need. To conduct the study, a questionnaire was provided to the African-American Male Initiative (AAMI) members and an interview was conducted with non-AAMI members and the AAMI Coordinator. The research yielded results showing how the AAMI members’ college experience was enhanced by being a part of the program. Due to the program, the AAMI members valued education, wanted to pursue a graduate degree, pursued a professional career, and became a leader for young Black males. Based on the results and pervious research, one recommendation the researcher provided was that the AAMI program and programs like AAMI promote more Black men working in education as teachers, counselors, principals, or school district administrators. Another recommendation was to promote HBCUs to participants because research showed that Black males have not only support, but a positive Black male role model. A contributor to the success and motivation of Black males at HBCUs was Black male leadership. According to Gasman (2013), 70% of HBCU presidents were Black males (p. 14). It was important for more post-secondary institutions to incorporate mentorship programs like the AAMI because it engaged Black males and brought them into leadership roles.</p><p>
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Ausmer, Nicole. "Redefining leadership: Examination of African American women serving as presidents in institutions of higher education." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243164670.
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