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Relevant bibliographies by topics / Retention of African-American Students

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Academic literature on the topic 'Retention of African-American Students'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Retention of African-American Students"

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Dissertations / Theses on the topic "Retention of African-American Students"

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Fleming, DaNine J. "African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions." Youngstown State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573.

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Anderton, Lillie Mae. "The recruitment and retention of African American students in vocational teacher education." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115015/.

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Young, Clara Y. Morris Jeanne B. Tillman Jerome. "The efficacy of a retention program perceptions of African-American preservice teachers /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510435.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 3, 2006. Dissertation Committee: Jeanne Morris, Jerome Tillman (co-chairs), John Goeldi, Barbara Heyl, Patricia Klass. Includes bibliographical references (leaves 129-134) and abstract. Also available in print.

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Fleming, B. DaNine J. "African-American students' perceptions of the impact of retention programs and services at predominantly white institutions /." Connect to resource online, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573.

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Jackson, Princess D. "A Program Committed to the Persistence of African-American Males in Higher Education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9082/.

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This qualitative study described and examined the characteristics, components and theoretical design of the Student African-American Brother (SAAB). The SAAB is a national program that seeks to increase the academic and social integration of African-American males in higher education to increase their potential to graduate with an undergraduate degree. The SAAB's academic and social integration strategies were compared to Bean and Bennett's conceptual model of black student attrition to determine the congruency between the organization's strategies and the theoretical framework. The methodology was case study. Thirty semi-structured interviews were held with past and current members of the organization to gain a broader knowledge of the SAAB strategies and interventions used to promote their academic and social integration. The research revealed the SAAB applies a three dimensional approach which consists of providing a supportive environment, supporting academic goals, and encouraging campus and community involvement. This approach increases the students' understanding of the organization and structure of the higher education setting to yield successful matriculation through a four year college or university.

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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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Johnson, Keith V. "Recruitment and retention of African American students in baccalaureate technology teacher education programs /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250018842.

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Radovčić, Amy. "Factors Impacting Persistence for African-American and Latino Community College Students." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/273.

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Persistence of African-American and Latino community college students has lagged behind other ethnic groups. The longitudinal study covered three years that included four semesters. Data from aggregated records of a community college in Southern California were analyzed to gain better understanding of factors that could explain varying rates of persistence. The data represented 609 African-American and Latino community college students who enrolled for the first-time in the fall 2006 semester. In addition to descriptive analysis, the data were subjected to t-tests, Pearson correlation, and multiple regression. These findings revealed that access to a college counselor (p < .01) and offers of financial aid assistance (p < .01) and services from EOPS (p < .05) significantly and positively influenced persistence. The impact of age and SES differed by ethnicity. Older African-American students (p < .01) and younger Latino students (p < .01) were more likely to persist. Socioeconomic status (p < .01) was found to significantly influence persistence for African-American students. SES was not found to be significant in Latino community college student persistence. Age, gender, and completing a personal development course did not significantly influence African-American or Latino community college student persistence. The findings can help educators understand African-American and Latino community college student persistence. Community college counselors can facilitate persistence and can have the greatest impact when their contact with students occurs early in the college experience. Further, high schools and community colleges need to work together to disperse information and encourage students to plan for their college education.

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Snyder, Paula Jovon. "A comprehensive model of black student retention for predominantly white universities: Addressing the problem." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/645.

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Best, Julia Y. "African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26103.

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There is a nationwide decline in enrollment, retention and degree completion for African American students in predominantly White institutions (PWIs) in the United States. Colleges and Universities establish diversity initiatives to address these concerns, yet educational disparities persist. Institutions of higher learning also address ways to enhance the educational development of undergraduate students. One such initiative involves a paradigm shift to extend the curriculum into residential learning communities (RLCs). Therefore, this study addresses the following research question: How do African American undergraduate students in RLCs perceive the role of these communities, particularly the kinds of contacts they afford with faculty, staff, and peers, in shaping their educational development? I used qualitative methods - open-ended semi-structured interviews, participant observations, and a questionnaire - to explore students' experiences in six academically-tied residential learning communities. Thirty-two current and former members participated in individual interviews. Sixteen full-time male and sixteen female students include twenty-two freshmen, four sophomores, four juniors and two seniors. Consistent with Astin's (1985, 1993b, 1996) work, this dissertation suggests that student involvement with faculty, peers and academics is necessary for retention. However, this study argues that a critical race theory (CRT) perspective is needed to make sense of the way peer interactions create racial barriers and lead some students to develop what I charaterize as "racial-cope-ability" skills to deal with racial challenges. High school background plays a role in how students fare in RLCs. High school leadership experiences support positive self-efficacy and help students connect with faculty, peers and activities at the onset of the collegiate experience. A number of RLC components help create positive affective and cognitive developmental experiences: A sense of belonging and a sense of community significantly impact psychosocial wellbeing, success and retention; Built-in support systems, educational advantages for retention and personalized experiences at a large PWI are reasons to recommend RLCs to other students; and Residential learning communities at PWIs can contribute to existing outreach efforts into untapped in-state and out-of-state communities, school systems and outreach efforts on campus.
Ph. D.

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Books on the topic "Retention of African-American Students"

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Barnes, Annie S. Retention of African-American males in high school: A study of African-American male high school dropouts, African-American male seniors, and white male seniors. Lanham, Md: University Press of America, 1992.

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Satz, Ronald N. Recruitment, admission, and retention of black students in graduate and professional education. Knoxville, Tenn: Tennessee Conference of Graduate School[s], 1987.

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Human Sciences Research Council. Education, Science and Skills Development Research Programme., ed. Postgraduate student retention and success: A South African case study. Cape Town: HSRC Press, 2007.

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African American literacies. London: Routledge, 2003.

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Bonner, Fred A. Academically gifted African American male college students. New York: Praeger, 2010.

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Bonner, Fred A. Academically gifted African American male college students. Santa Barbara, Calif: Praeger/ABC-CLIO, 2010.

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Academically gifted African American male college students. New York: Praeger, 2010.

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Research, DayStar Educational, ed. DayStar guide to colleges for African American students. New York: Simon & Schuster, 2000.

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The 100 best colleges for African-American students. New York: Plume, 1998.

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The 100 best colleges for African-American students. New York, N.Y: Plume, 1993.

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Book chapters on the topic "Retention of African-American Students"

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Rochford, Regina A. "Service-Learning: A Vehicle for Enhancing Academic Performance and Retention among Community College Developmental Reading and Writing Students." In Service-Learning at the American Community College, 113–24. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137355737_8.

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Florence, Namulundah. "Comparative Overview of African and U.S. Society." In Immigrant Teachers, American Students, 15–74. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230116306_2.

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Baugh, John. "Linguistics, education, and the law: Educational reform for African-American language minority students." In African-American English, 313–34. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003165330-11.

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Wisker, Gina, and Marion Treby. "Postgraduate Students Working on African American Women’s Writing: Supervision and the Research Journey." In Teaching African American Women’s Writing, 157–83. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9781137086471_10.

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Day-Vines, Norma L., James M. Patton, Chwee G. Quek, and Susannah Wood. "Addressing Social-Emotional and Curricular Needs of Gifted African American Adolescents." In Social-Emotional Curriculum With Gifted and Talented Students, 153–92. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238065-7.

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Royal, Camika. "Peace, be still." In Linking Health and Education for African American Students’ Success, 83–96. 711 Third Avenue, New York, NY 10017: Routledge, 2017. http://dx.doi.org/10.1201/9781315367361-10.

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Debnam, Katrina, Jessika Bottiani, and Catherine Bradshaw. "Promoting culturally responsive practice to reduce disparities in school discipline among African American students." In Linking Health and Education for African American Students’ Success, 97–114. 711 Third Avenue, New York, NY 10017: Routledge, 2017. http://dx.doi.org/10.1201/9781315367361-11.

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Lian, Brad. "On some types and consequences of after-school activities in low-income neighborhoods." In Linking Health and Education for African American Students’ Success, 115–30. 711 Third Avenue, New York, NY 10017: Routledge, 2017. http://dx.doi.org/10.1201/9781315367361-12.

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Walker, Larry, and Ramon Goings. "A dream deferred." In Linking Health and Education for African American Students’ Success, 3–11. 711 Third Avenue, New York, NY 10017: Routledge, 2017. http://dx.doi.org/10.1201/9781315367361-3.

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Thorpe, Roland, Derek Griffith, Marino Bruce, and Lawrence Brown. "Racism as a fundamental determinant of health for Black boys." In Linking Health and Education for African American Students’ Success, 13–26. 711 Third Avenue, New York, NY 10017: Routledge, 2017. http://dx.doi.org/10.1201/9781315367361-4.

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Conference papers on the topic "Retention of African-American Students"

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Luwes, Nicolaas Johannes, and Leanri Van Heerden. "Augmented reality to aid retention in an African university of technology engineering program." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11103.

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Whenever complex threshold concepts are covered facilitators need to take extra care that students retain the new knowledge for future application. The problem encountered was that certain concepts, like digital logic gates with its layers of information are harder to retain. The purpose of this paper is to investigate the students’ perceptions on the possible use of a custom design Quick Response code and Augmented Reality application in an Electrical Engineering subject. Evaluation was done on Logic Design III a 2nd year subject where the threshold concepts should have been imprinted. An exploratory design is implemented with data collected using an online survey tool. The results were promising as 88.89% of students felt that they will remember the content better with the use of the application and 83.33% were positive about adopting the technology in class. The paper shows that technology like Quick Response code and Augmented Reality in the classroom is not only beneficial for improving retention but is also welcomed by students

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Satyanarayana, Ashwin, Hong Li, and Josephine Braneky. "Improving retention by mentoring and tutoring freshmen students." In 2014 Zone 1 Conference of the American Society for Engineering Education (ASEE Zone 1). IEEE, 2014. http://dx.doi.org/10.1109/aseezone1.2014.6820663.

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Kerk, Carter, and Stuart Kellogg. "Developing a culture of support for recruitment and retention of American Indian Students." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044271.

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Tetrick, Dan E., Daniel Farley, Golnaz Arastoopour, Michael Zinn, David Williamson Shaffer, and Naomi C. Chesler. "RescuShell: A Biomechanical Design Epistemic Game for First-Year Engineering Education and Potentially Increased Retention of Women." In ASME 2013 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/sbc2013-14069.

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The American engineering workforce lacks the size and diversity needed to maintain its place as the world leader in science and technology. Across the United States, academic institutions are attempting to retain men and especially women in engineering degree paths by providing introductory coursework that motivates them to persist to graduation. Epistemic games provide students with an authentic engineering experience that may increase their persistence towards engineering degrees. This authentic experience, which we refer to as a virtual internship, helps students create an engineering epistemic frame, in which their skills and knowledge are linked a developing engineering identity, values, and epistemology. RescuShell is an epistemic game that was developed to provide this virtual internship experience for first-year engineering students and increase the persistence of women. In RescuShell, students complete a biomechanical engineering design project in which they create an arm joint for a human enhancement suit. Students research the joint’s actuators, control sensors, power sources, types of articulation, and materials. Completed designs are assessed by the company’s various stakeholders for their ability to meet thresholds for safety, agility, payload, work capacity, reliability, and cost. We anticipate that RescuShell will motivate more men and women to persist to engineering degrees and future careers in the engineering profession than traditional first-year engineering coursework.

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Dunbar, Jerone, Diandra Prioleau, and Juan E. Gilbert. "CS Motivation for Black/African American Middle School Students." In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985753.

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King-Berry, Arlene, Rosa Boone, Nathalie Mizelle Johnson, and Richard Kalunga. "AFRICAN AMERICAN STUDENTS WITH DISABILITIES: BENEFICIARIES OF THE LEGACY OR DISPROPORTIONALITY?" In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2018.

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Gosha, Kinnis, Earl W. Huff Jr., and Jordan Scott. "Computing Career Exploration For Urban African American Students using Embodied Conversational Agents." In SIGMIS-CPR '18: 2018 Computers and People Research Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209626.3209731.

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Huff, Earl W., and Kinnis Gosha. "Awareness and Readiness for Graduate School of African American Male Computer Science Students." In 2018 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2018. http://dx.doi.org/10.1109/respect.2018.8491719.

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Chkhikvadze, Tinatin, Lynessa Nashjila Griffith, and Bucumi J. M. Vianney. "ADAPTATION DURING EDUCATIONAL MIGRATION AMONG CHINESE, AFRICAN AND LATIN AMERICAN STUDENTS IN RUSSIA." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1487.

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Hampton, Lelia, Robert Cummings, and Kinnis Gosha. "Improving Computer Science Instruction and Computer Use for African American Secondary School Students." In SIGMIS-CPR '19: 2019 Computers and People Research Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3322385.3322399.

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Reports on the topic "Retention of African-American Students"

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Hollands, Aisha. Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.236.

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