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1
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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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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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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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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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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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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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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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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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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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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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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Fregoso, Julio. "Through the pipeline| Degree aspirations of African American and Latino males enrolled in California community colleges." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590911.
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<p> This quantitative study examined the transfer and degree aspirations of African-American and Latino males enrolled in California community colleges. Carter's (2002) theoretical and conceptual framework on the degree aspirations of African-American and Latino students was utilized to frame this study. Using secondary data from CCSSE, t-tests, factor analyses and logistic regression analyses were completed to compare the experiences of African American and Latino males and predict their transfer and degree aspirations. Findings include that self-reported data on GPA, obtaining or updating job skills, changing careers, and institutional size were predictors of associate degree aspirations. For the outcome transfer aspirations, predictors were race, sources used to pay for their tuition, and experiences that contributed to their academic, cognitive, and technical skills at the community college. Implications for future research and practice are discussed.</p>
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Surratt, David Alan. "Exploration of Perceptions Held By African American Male Student Affairs Administrators at Predominantly White Institutions Through the Conceptual Frameworks of Herzberg, Cose, and Kanter." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617187.
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<p> With institutional importance placed on diversity in higher education, considerable research has been conducted regarding the experiences of African Americans at predominantly White institutions. However, the focus has been limited regarding African American administrators in higher education (Jackson, 2004; Allen, 2000; Weems, 2003). The purpose of this study is to understand and further explore how African American Male Student Affairs Administrators (AAMSAAs) perceive their day-to-day experiences and relationships at predominantly White institutions (PWI). Using basic qualitative research methods and an interview protocol developed from the conceptual frameworks of Herzberg (1964), Cose (1993) and Kanter (1977), 22 African American male student affairs administrators were asked to describe their professional experiences at PWIs including their attitudes on professional development, the motivating and de-motivating factors in the work place, conditions for success, and the realities of being underrepresented and often tokenized professionals at PWIs. The words shared by participants attributed to their own experiences and provided insight into this phenomenon. Participants reported overall being satisfied in their career choice despite expressing several challenges in their work environment including professional stereotypes that limited individuality, high performance pressure relative to their White peers, isolation as numerical minorities, and the existence of few African American male role models. Despite these challenges, participants found motivation through student engagement, increasing responsibility or advancement, strength through faith and spirituality, and leveraging the limited opportunities with supervisors and mentors of color. Implications for this research are to help student affairs administrators and other leaders at PWIs better understand the issues that may impede the success of African American male student affairs professionals and help campuses consider methods for recruitment and support of African American males.</p>
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Roberts-Willis, Renee. "Mentoring relationships as perceived by African American women in higher-level educational administration leadership positions." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2525.
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This qualitative study examined and analyzed mentoring relationships from the personal perspectives and experiences of nine African American women in higher level educational administration leadership positions that have been mentored during their career and who currently hold or have held higher level educational administration leadership positions. The study shed light and brought forth corroboration of previous studies which highlighted that it is often difficult for African American women to attain and retain higher level educational administration leadership positions and the necessity for support systems, namely mentoring relationships. Respondents provided valuable information, evidence, and insight that may be useful in selecting, supporting, retaining, and promoting other African American women into leadership positions. African American women who seek higher level leadership positions in educational administration often face insurmountable barriers, according to the research respondents. These barriers can be attributed to stereotypes related to race, age, and gender. The responses of study participants are supported by the research literature which describes how women, in general, tend to give up their quest for leadership positions when they feel overwhelmed and unsupported while attempting to navigate through the obvious and hidden barriers (Grove & Montgomery, 2001; Malone, 2001). The data from this study shed light on the fact that African American women interested in higher level educational administration leadership positions need access to support systems that contribute to their job success and satisfaction. The respondents reported that engaging in mentoring relationships helped them bridge the gap between theory and practice. Additionally, they stated that more than one mentor, bringing varied perspectives to the mentee, was needed to help address job-related challenges. The respondents further reported that mentoring relationships are beneficial to both the mentor and mentee and emphasized that the mentoring relationships should be open and both the mentor and mentee should be approachable. In summation, even with its imperfections and inconsistencies, respondents noted that the mentoring process continues to be one of the best ways to provide a lasting influence on the attitudes, knowledge, expertise, and professionalism of African American women who are seeking to attain or retain higher level educational administration leadership positions.
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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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Edmondson, Frederick Stephen. "Effects of a faculty mentoring program on African-American and Hispanic-American college students: Self-disclosure, self-esteem, solidarity, and academic achievement." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2585.
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The purpose of this study was to examine self-disclosure, self-esteem, and solidarity in the mentoring relationship and the subsequent impact on academic achievement regarding African and Hispanic American college students. The Faculty Mentor Program is a component to meeting the challenge of improving retention and graduation rates for African and Hispanic Americans at California State universities. There were 287 subjects of which 83 responded to the survey. The subjects were members of a Faculty Mentor Program at a California State University. The survey consisted of the Wheeless Solidarity Scale, the Wheeless Five-Factor Disclosiveness/Disclosure Scales, and the Coopersmith Self-Esteem Inventories (Adult form). The hypotheses stated that there is a significant positive relationship between the amount of interpersonal contact and the protege's self-disclosure; between self-disclosure and self-esteem; between self-disclosure and solidarity; between protege solidarity and protege self-esteem; among the variables self-disclosure, self-esteem, solidarity, amount of contact, and academic achievement; between the amount of time the protege has been in the Faculty Mentor Program and level of academic achievement. Statistical procedures used for analyzing data were analysis of variance, content analysis, multiple regression, Pearson Product Moment Correlation, summary-comparison analysis, and t-test. The Pearson Product Moment Correlation disclosed a significant positive relationship between self-disclosure and solidarity and no statistical positive relationship for self-disclosure and self-esteem, solidarity, and self-esteem, and grade point average and time with the mentor program. A multiple regression revealed a statistical significance between self-esteem and grade point average. A summary comparison analysis disclosed that the proteges found the mentor relationship helpful and the program to be helpful.
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George, Terrance Christopher. "Perceptions of African-American Males on Retention: Two Focus Groups." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1086.
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The intent of this study was to identify the issues that impact the retention of African-American, Black males in college. The study was of two small focus groups comprised of African-American students of various grade classifications from a regional comprehensive university in the southeast. These focus groups were comprised of up to but no more than six students. The decision on the group size was made to allow all of the students’ ample opportunity to respond to the eight questions used in the focus groups. The student groups attended the university main campus as well as the university South Campus where developmental courses are taught. The students were from both rural and urban backgrounds, as well as single parent and traditional family backgrounds.
Various themes emerged as a result of this study which includes: importance of family support prior to college and during the student’s college career. Additionally, the role of mentors was identified as affecting the student’s retention in college. There was also discussion of how Black males are viewed on campus by other Black students, as well as other students and the faculty and staff.
It can be concluded that several factors have affected the retention of this small group of African-American males in higher education. The information gathered shows that family support is a key cog in the retention of this group; in addition, the role of mentors in their education was very important to this group of students.
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Eastlin, Carolyn I. "Hazing within Black Greek Letter Organizations| Perceptions of BGLO Members and Higher Education Administrators." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10814967.
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<p>ABSTRACT
Researchers have noted gender and racial differences regarding hazing practices within Greek-letter organizations (Parks et al., 2014). Black Greek-letter organizations focus on physical hazing practices, while their white counterparts focus on alcohol abuse and consumption (Kimbrough, 2003; Parks et al., 2014). As it pertains to gender, black Greek fraternities are more likely to participate in hazing activities, than black Greek sororities. This research has explored the perceptions of black Greek fraternity members and higher education administrators regarding anti-hazing statues and policies, hazing within black Greek-letter organizations (BGLOs), and its culture. It has been guided by the overarching research question: What are higher education administrators and black Greek fraternity members? knowledge levels and perceptions regarding anti-hazing laws and BGLO traditions and their effects on the BGF members? participation?
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Washington, Lane R. "Constantly Battling Whiteness: A Critical Case Study of Black Students' Experiences at a Predominately White Institution." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu157795462636352.
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Curl, Sherman John. "John M. Ellison within the veil: Confronting the challenges of leadership in the age of Jim Crow." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154047.
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Johnson, George Jr. "The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/dissertations/3350.
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This study sought to understand the extent to which African-American males perceived their experiences in higher education as an impact of their persistence. With only 18 out of 40 African-American males graduating from college within six years (National Center for Public Policy and Higher Education, 2008), this study sought to explore the problem of African-American male persistence in higher education. Specifically, this study examined the difference in persistence among African-American males to determine which factors most influenced their persistence and discussed strategies to overcome these challenges.
Using survey data from 45 questionnaires, 35 focus group questionnaires, and 13 interview questionnaires, this study contributes to the literature by examining 17 non cognitive and other factors believed to affect this relationship. This study found that participants did believe the non-cognitive and other factors impacted perception and the ability to persist in college. However, the findings indicated mixed views about first generation college students and mentorship.
In general, the findings can be used to further study African-American male persistence in higher education. Based on the results, this study has several future research possibilities to further the discussion. Future research can examine different types of higher education institutions in varying geographic locations. In addition, future studies can further explore the impact of subgroups” of African-American males such as athletes, first-generation college students, and other “nuclear groups” that may have a different experience than the average African-American male.
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Wright, Gwendolyn. "Examining the Intersection of Gender, Race and Class: A Study of African American Women Presidents at Four-Year Colleges and Universities." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-03182008-154800/.
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This study identified that African American women presidents have been disproportionately underrepresented in leadership positions in higher education due to a historical and contemporary system of hegemony within higher education that has limited their access to positions of power. The purpose of this study was to examine the ways in which gender, race, and class constructed as an intersectional paradigm influences the professional and personal development of African American women throughout their life experiences. Black feminist standpoint theory and critical race feminism are used as the theoretical frameworks within which the relevant social, historical and contemporary events that influenced black women's development and experiences in higher education are analyzed.
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Mack, Delmar L. "Perceptions of African-american Seniors Regarding Factors of Institutional Support at Three Predominantly White Tennessee State-supported Institutions of Higher Education." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2944.
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This study of African-American seniors at East Tennessee State University, Middle Tennessee State University, and the University of Tennessee at Knoxville was conducted to solicit student responses about the perceptions of their schools, university services, and experiences at those institutions. The study employed quantitative data and descriptive analysis was performed. Data collected in this study described the demographic characteristics of the students and their perceptions, attitudes, experiences and level of involvement in the campus environment for African-American seniors. Data in this study indicated perceptions that Tennessee must be committed to increasing financial support to the universities. Universities must be committed to increase faculty and student involvement, create a culturally diverse environment and expand existing recruitment and retention programs.
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Chandler-Melton, Jamiyla. "Factors that Impact African American High School Equivalency (HSE) Students' Pursuit of Higher Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2474.
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African Americans account for a disproportionate percentage of students who pursue college education in comparison to European Americans. Indeed, a considerable number of African American High School Equivalency (HSE) students are not enrolling in college once they earn their HSE diploma. The purpose of this qualitative case study was to examine 3 African American HSE students' perceptions about factors that influenced their pursuit of higher education at the selected HSE study site. These 3 students were selected for their inclusion because of their ethnicity, enrollment in the HSE program, academic underpreparedness and lack of pursuit of higher education, and strong feelings to share about the phenomenon under study. The theoretical framework was based on Vygotsky's sociocultural theory of human learning. The research question focused on assessing African American HSE students' lack of pursuit of higher education. Semistructured focus group interview and individual interview data were thematically analyzed using open-coding. Findings revealed that participants believed the lack of high school credentials, family background, intrinsic motivation and educational values, sociocultural influences, teacher and peer influence, and socioeconomic factors impacted their pursuit of higher education. A professional development project was developed based on study findings to provide HSE educators with training on the HSE exam, Common Core State Standards, and best practices to enrich the academic achievement of African American HSE students at the study site. Results have implications for positive social change among African American HSE students by emphasizing the importance of higher education on educational, sociocultural, professional, and personal advancement.
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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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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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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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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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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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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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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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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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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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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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Harper, Jean M. "Perceptions of Factors Associated With Academic Success Among African American Students on Four Predominantly White Campuses in Northeast Tennessee." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2918.
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The purpose of this study was to investigate the relationships between the perceptions of successful African American sophomore students and their adjustment to academic success at predominantly White colleges and universities. Twenty African American sophomore females and twenty African American sophomore males from two predominantly White community colleges and two predominantly White universities participated in the study. Each subject completed a demographic survey and participated in an interview. Results indicated that both the attitudes of African American students toward education and their perceptions of the attitudes of those in the educational system towards African American students played an integral role in the academic success of these students. Conclusions of the study emphasized the need for predominantly White institutions of higher learning to provide support systems that will increase academic success. Nine recommendations were developed for institutions to implement for success for African American students. The review of literature and data presented in this study implies that African American students on predominantly White campuses experience academic success when in a supportive and inclusive environment.
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Wilson, Carol A. "A Portrayal of the Work Life of Tenured African-american Female Faculty Working Within Historically White, Public Institutions of Higher Education in Virginia." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2995.
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The purpose of this study was to portray the experiences of African-American tenured female faculty employed within Historically White, public institutions of higher education in Virginia. This study is a portrait of the career paths, teaching experiences, institutional experiences, community and personal activities, work life, and the future of African-Americans. The study focused on personal experiences and provided a grounded recording for other African-American female faculty members employed within comparable institutions of higher education. The interviews also addressed educational preparation, mentoring, expectations, frustrations, difficulties, cultural and collegial experiences. Participants' audio taped responses were transcribed. Similarities that evolved from the discussions were identified. Repeat conversations reflected concerns about the lack of role models, community, activities, isolation, mentoring, and access to professional development opportunities. These women were experiencing some of the same career paths, teaching experiences, institutional experiences, community and personal activities, and work life environments. The findings portrayed women that were very competent. The seven women interviewed had distinctive work ethics and, in spite of overloads in departmental responsibilities, at least six of them had completed some scholarly activities. These scholarly activities included funded grants, books, and community reform projects. These African-American women faculty members are still struggling to enter into the academic mainstream. They are currently working in different and uncertain environments. Being African-American and female places the women in this study in a subordinate role.
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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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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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Harper, Lisa M. "African American Male Community College Completion and Mode of Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/543.
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Despite innovative policy and pedagogical transformations, postsecondary achievement gaps continue to exist between African American males and other students. Low college credential completion rates by African American males have prevented an East Texas community college from meaningful participation in the President's 2020 postsecondary education attainment goal of increasing U.S. college graduates by 5 million. The purpose of this quantitative study was to investigate a hypothesized connection between the independent variable, mode of instruction, and the dependent variables, mathematics course completion and college completion by African American males. Guided by Ogbu's cultural-ecological theory of minority school performance, a chi-square test of independence was used to compare 407 African American males who participated in the mode of lecture and 412 who participated in modular instruction. Findings included a significant relationship (p <.05) between mode of instruction and developmental mathematics completion (p = .000) with the lecture mode associated with higher achievement. No significant relationship existed between instructional mode and college credential completion (p = .503). These findings called the effectiveness of modular instruction into question and indicated that, at this research site, the instructional mode in developmental mathematics is insufficient to address the disparity in college completion rates of African American males. These results informed a policy recommendation paper, written to help local college administrators better understand African American male remedial math and college credential completion rates. This study contributes to positive social change by generating data-based local institutional policies that will promote African American male postsecondary achievement.
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Charlton, Ralph. "The impact of organizational culture on the academic success of Historically Black College and University athletes: A case study." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618800.
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Increasing the graduation rates of student athletes is one of the more visible NCAA academic goals. Overall student-athlete graduation rates have improved significantly among many institutional members. However, Historically Black College and University (HBCU) student-athlete graduation rates lag considerably behind. Although the NCAA claims that a causal relationship exists between lack of economic resources and lower student-athlete graduation rate for HBCUs, analysis within Division I HBCUs indicates no relationship between per student academic spending and the student-athlete graduation rates. Seeking an additional explanation for graduation rates, this case study examined the organizational culture of an HBCU athletic department with an exceptionally high student-athlete graduation rate. Framework for the study is based on historical research connecting performance to culture and understanding how culture is transmitted through socialization. A modified model based on Wiedman's (1989) undergraduate model of socialization was utilized as a conceptual framework.;Results indicate that a congruent culture emphasizing academics exists in the organization studied. Administrators, coaches, and student-athletes express a strong belief in the necessity to excel in academics and in athletics. They embrace and enact four core organizational values that serve as impetus for a positive academic culture: commitment, competition, compassion, and citizenship development. The culture originates with and is sustained by visionary leaders who ensure with purposeful design that like-minded staff socialize student-athletes into the culture. Implications for practice and future research are explored.
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Pinchback-Hines, Cynthia Juanesta. "From isolation to insulation| The impact of campus culture on the existence of two cultural centers." Thesis, Indiana State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589549.
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<p> This case study examined how the campus culture influences the existence of a Black cultural center and a multicultural center at a predominantly White university. A qualitative ethnography was conducted using focus group interviews, personal interviews, archival research, and anecdotal observation. The results of the study identified five themes: (a) from isolation to insulation, (b) opportunities for involvement, (c) the perception problem, (d) challenges of change, and (e) leadership commitment.</p><p> A Pinchback model of relevance for cultural centers for predominantly White campuses was created for practitioners and administrators seeking ideas for making cultural centers relevant at their respective institutions. The model features external forces that influence campus culture and the forces within the campus culture that influence the cultural centers. The role of the cultural center is shown as broadening the difficult conversations around race, diversity, and inclusion.</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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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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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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Keesee, Gayla Spooner. "Perceived attributes and organizational support influencing course management system adopter status in Historically Black Colleges and Universities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/820.
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The rapid growth of online learning fueled by technologies including course management systems (CMS) has transformed the traditional educational landscape. Little research shows why faculty members at Historically Black Colleges and Universities (HBCUs) have been slow to adopt this new teaching paradigm. This quantitative, nonexperimental study utilized Rogers's diffusion of innovation theory as the theoretical base. Research questions explored faculty perceptions of the CMS's attributes (relative advantage, compatibility, complexity, trialability, observability) and organizational support (policies, procedures, and norms) in order to predict adopter status. The study used a convenience sample of 137 full-time faculty from 3 public and 2 private HBCUs in the southeastern U.S. Survey data were analyzed using descriptive statistics and logistic regression. The findings provided evidence that faculty in different adopter categories have varying characteristics and needs related to adoption and use of the CMS. Predictors for innovators were compatibility and complexity; for early adopters, relative advantage, complexity, and observability; and for early majority adopters, the predictor was complexity. For late majority adopters, compatibility, complexity, trialability, and observability were predictors; and predictive attributes for laggards were relative advantage, compatibility, complexity, and organizational support. Several individual factors were significant for each adopter category. The findings may be used to promote positive social change by providing a means for administrators and faculty development staff to predict adopter levels in order to develop initiatives that address differences in adopter needs, thereby facilitating adoption of the CMS and online learning.
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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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Diabate, Dafina Blacksher. "Internationalization on HBCU Campuses and the Role of Presidential Leadership." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602297.
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<p> This study seeks to examine the role of presidential leadership in internationalization on historically Black college and university (HBCU) campuses. HBCUs comprise a small but important segment of U.S. higher education, as they are responsible for 20% of African American graduates in the country. Unfortunately, many of these institutions have yet to address the urgent need to internationalize their campus in a systematic, relevant way. This research study was conducted on the campuses of three public HBCUs working to advance internationalization. This study explores answers to the following questions: (a) What is the role of the President in advancing or sustaining internationalization on an HBCU campus? (b) What is the relationship between the President and the Senior International Officer (SIO)? and (c) What leadership frames do the Presidents use to advance or sustain comprehensive internationalization? Site visits to each institution included interviews with the President, the Provost, the SIO, and faculty. </p><p> Results show that the Presidents recognized their responsibility to articulate why internationalization is important for the university and how it aligns with the mission of preparing students to navigate a globally connected world. Results indicate that the Presidents impact how internationalization gets implemented through direct and indirect interaction with the SIO and by sustaining a strong infrastructure, particularly in the form of a unit responsible for internationalization initiatives. The findings indicate that while the SIO does not report directly to the President, a more effective reporting line assigns the SIO a faculty rank with a reporting line to the Provost. Analysis of the data shows that each President utilized at least one dominant leadership frames identified by Bolman and Deal (2013), two of them also exhibited a secondary frame, and none applied a multi-frame approach. With longer time at the institution, these leaders may discover the need to incorporate different leadership frames to respond to rising challenges. This study affirms the importance of presidential leadership factors in the successful implementation of internationalization on these campuses.</p><p>
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Parker, Marcia Lynne. "Learning from their Journey: Black Women in Graduate Health Professions Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/936.
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While numerous efforts have been made across different educational contexts aimed towards increasing demographic diversity in STEM education, career decision-making content related to the potential pursuit of health professions education has failed to reach all students. Thus, there is a need for a more consistent and targeted sharing of information, including from the graduate level (where students must meet detailed requirements for specific healthcare disciplines), down to the community college and high school levels where students often make life-changing career-direction decisions without sufficient information to inform these decisions. At the other end of the spectrum, the conventional learning experiences in graduate health professions education have failed to adequately adapt to the expanding diversity of the patients they serve or to emphasize the depth and unique insight that students of color can bring to patients, their communities, and to the health professions classroom (Warshaw, 2016).
In this context, this dissertation seeks to understand the experiences of a sample of Black women who have successfully entered or completed a graduate health professions degree program. Using a qualitative methodology, this study will explore and identify factors that first influenced their exploration into a health professions field, what barriers they overcame in their educational process, and how these experiences and meaning can be used by educational leaders wishing to improve access and inclusion for health professions education in the future.
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Stewart, Rabekah. "Intercultural and Career Experiences of African American Women Midlevel Leaders at Predominately White Institutions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2177.
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African American women leaders positively influence the college experiences of students at predominately White institutions (PWI), but the retention of those women leaders remains an issue. At the time of this study, limited research informed race and gender issues that intersect the career advancement of African American women serving in midlevel leadership positions at PWIs. The purpose of this qualitative study was to understand the intercultural and career advancement experiences of these women. Critical race theory, critical race feminist theory, and intercultural communications theory were used as a framework to understand the participants' intercultural and career advancement experiences, perceived influences, and mentorship experiences. A snowball sampling approach with members of a national African American women's organization in higher education led to 9 participants who met the criteria. They were each interviewed twice to generate data to understand their experiences. Results from an inductive exploratory process of data analysis indicated that race and gender influenced their perception of career advancement potential and relationship building in the PWI workplace. Themes that emerged from their experiences were limited advancement opportunities, the effects of intersectionality, intercultural relationship challenges, and the benefits of locating and having a mentor. Support and guidance were paramount to their job satisfaction and retention. This study contributes to social change by providing insight to personnel at PWIs about the experiences of African American women leaders on those campuses and the needed improvement in the environment for retaining current and future women of color.