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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Walker, David A., and Ann M. Schultz. "Reaching for Diversity: Recruiting and Retaining Mexican-American Students." Journal of College Student Retention: Research, Theory & Practice 2, no. 4 (February 2001): 313–25. http://dx.doi.org/10.2190/u6lb-eljv-2g91-a78h.

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The authors focus on creating a comprehensive model for recruiting and retaining Mexican-American students. The academic and cultural issues facing Mexican-American students, as well as how Hispanic cultural values could be addressed in a comprehensive recruitment and retention model, are presented.

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

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

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

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

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Goforth, Anisa N., Jacqueline A. Brown, Greg R. Machek, and Gyda Swaney. "Recruitment and retention of Native American graduate students in school psychology." School Psychology Quarterly 31, no. 3 (September 2016): 340–57. http://dx.doi.org/10.1037/spq0000160.

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Thomason, Timothy C. "Improving the recruitment and retention of Native American students in psychology." Cultural Diversity & Ethnic Minority Psychology 5, no. 4 (1999): 308–16. http://dx.doi.org/10.1037/1099-9809.5.4.308.

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

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

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

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

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Fass-Holmes, Barry. "International Undergraduates’ Retention, Graduation, and Time to Degree." Journal of International Students 6, no. 4 (October 1, 2016): 933–55. http://dx.doi.org/10.32674/jis.v6i4.327.

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The present study tested the hypothesis that the international undergraduates at a West Coast American public university during recent years of dramatic enrollment growth should have low retention and graduation rates. This study showed instead that these students were retained and graduated at rates surpassing predictions from research and theories on international undergraduates’ unique challenges (American immigration regulations, academic integrity standards, and teaching methods; English writing) and academic struggles. Moreover, contrary to predictions related to academic struggles, the primary reasons for these students’ attrition were leave of absence for compulsory military service and deciding against attending the University. These results disconfirm the study’s hypothesis and instead suggest that these international undergraduates generally have succeeded academically.

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Nguyen, Thuy-Linh Kathleen, Alexandria Williams, and Wyndolyn M. A. Ludwikowski. "Predicting Student Success and Retention at an HBCU via Interest-Major Congruence and Academic Achievement." Journal of Career Assessment 25, no. 3 (May 25, 2016): 552–66. http://dx.doi.org/10.1177/1069072716651870.

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Understanding the degree to which students’ interests and achievement fit with educational environmental rewards and requirements can help universities retain students, while assisting students in finding fulfilling academic majors and careers. We examined the effect of various interest-major congruence indices and American College Testing (ACT) achievement indicators on biology and chemistry students’ success and retention using archival university data from a Historically Black College/University. Results indicated that the specific congruence index utilized alters the statistical impact of achievement indicators on retention and success. Additionally, while the predictors of success and retention differed between biology and chemistry majors, math and English ACT scores impacted success and retention for both biology and chemistry majors, highlighting the utility of assessing skill areas beyond math for students majoring in both biology and chemistry. Career counselors and advisors should consider students’ majors and the utility of exploration tools when providing guidance to college students.

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

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

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

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

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

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

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Kinloch, Graham C., Geraldine A. Frost, and Charles MacKay. "Academic Dismissal, Readmission Conditions, and Retention: A Study of Social Science Majors." NACADA Journal 13, no. 1 (March 1, 1993): 18–22. http://dx.doi.org/10.12930/0271-9517-13.1.18.

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This project attempts to assess the relative effectiveness of readmission conditions among approximately 500 social science majors at a large state university, supplemented by an analysis of the retention status of almost 7,800 social science students at the same institution. Whites, African-Americans, Hispanics, males, juniors, transfer students, those in their mid-20s, those with interdisciplinary and limited-access majors, and those with low high school grade point averages (GPAs) appear to be most at risk. However, academic success among those who are readmitted is significantly associated only with gender, quality point deficit, and readmission conditions.

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Fass-Holmes, Barry. "International Students Reported for Academic Integrity Violations: Demographics, Retention, and Graduation." Journal of International Students 7, no. 3 (July 1, 2018): 644–69. http://dx.doi.org/10.32674/jis.v7i3.292.

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How many international students are reported for academic integrity violations (AIV), what are their demographics, and how do AIV sanctions affect their retention and/or graduation? Descriptive statistical analyses showed that the number of internationals reported for AIVs at an American West Coast public university increased almost six-fold between academic years 2009–10 and 2013–14. However, that number represented less than 7.5% of these students’ total enrollment. Among reported ones, undergraduates outnumbered graduate students, males outnumbered females, Chinese outnumbered other nationalities, Economics majors outnumbered other majors, and the most common AIV was exam misconduct. More than half who were reported and suspended for AIVs graduated and/or were retained. These findings’ administrative, policy, and theoretical implications are discussed.

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Van der Bijl, Andre, and Mark Lawrence. "Retention and attrition among National Certificate (Vocational) Civil and Construction students in South African TVET." Industry and Higher Education 33, no. 2 (September 23, 2018): 127–34. http://dx.doi.org/10.1177/0950422218800649.

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The National Certificate (Vocational) (NC(V)) was introduced into South Africa’s system of vocational training to ‘solve problems of poor quality programmes, lack of relevance to the economy, as well as low technical and cognitive skills of TVET [technical and vocational education and training] graduates’. The NC(V) did not, however, meet expectations, partially because of systemic difficulties. This article reports on research conducted among students who studied on the NC(V) Civil and Construction programme in an effort to identify appropriate corrections that could be made by college management. The research project made use of Tinto’s Student Integration Model to identify reasons for both student attrition and student persistence. The study provides information on the predicament facing TVET Civil and Construction students and has broad relevance for practitioners operating in higher and post-school education.

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Idahosa, Grace Ese-osa, and Zamambo Mkhize. "Intersectional Experiences of Black South African Female Doctoral Students in STEM: Participation, Success and Retention." Agenda 35, no. 2 (April 3, 2021): 110–22. http://dx.doi.org/10.1080/10130950.2021.1919533.

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Belgarde, Mary Jiron, and Richard K. Loré. "The Retention/Intervention Study of Native American Undergraduates at the University of New Mexico." Journal of College Student Retention: Research, Theory & Practice 5, no. 2 (August 2003): 175–203. http://dx.doi.org/10.2190/ml98-8wqf-efwp-7mcy.

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Student service programs act as key resources to help students persist in school until graduation. However, some critics question whether service programs aimed at specific ethnic populations contribute sufficiently toward their persistence. Tinto (1975) argues that the stronger one is integrated into the institution, the more likely he/she will graduate from college. Thus, Native students' use of Native and non-Native student service programs is likely to effect the strength of their integration. The article presents study findings to explain how Native undergraduates used mainstream and Native programs to support their persistence to graduation at the University of New Mexico. It reports the students' levels of involvement, satisfaction of the services received, and why some students didn't use them. It also includes stop-out information and reasons for stopping out. Finally, the authors discuss how the findings and conclusions may be viewed in light of Native philosophy and views on education.

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Crush, Jonathan, and Wade Pendleton. "The Brain Drain Potential of Students in the African Health and Nonhealth Sectors." International Journal of Population Research 2012 (May 27, 2012): 1–10. http://dx.doi.org/10.1155/2012/274305.

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The departure of health professionals to Europe and North America is placing an intolerable burden on public health systems in many African countries. Various retention, recall, and replacement policies to ameliorate the impact of this brain drain have been suggested, none of which have been particularly successful to date. The key question for the future is whether the brain drain of health sector skills is likely to continue and whether the investment of African countries in training health professionals will continue to be lost through emigration. This paper examines the emigration intentions of trainee health professionals in six Southern African countries. The data was collected by the Southern African Migration Program (SAMP) in a survey of final-year students across the region which included 651 students training for the health professions. The data also allows for the comparison of health sector with other students. The analysis presented in this paper shows very high emigration potential amongst all final-year students. Health sector students do show a slightly higher inclination to leave than those training to work in other sectors. These findings present a considerable challenge for policy makers seeking to encourage students to stay at home and work after graduation.

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L. Hardre, Patricia, Lihui Liao, Yaser Dorri, and Malea Beeson Stoesz. "Modeling American Graduate Students’ Perceptions Predicting Dropout Intentions." International Journal of Doctoral Studies 14 (2019): 105–32. http://dx.doi.org/10.28945/4161.

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Aim/Purpose: Dropout is a critical problem in graduate college programs across disciplines and institutions. Yet relatively little research has assessed graduate students’ motivations for dropping out across disciplines, or systematically modeled perceptions that contribute to dropout intentions. Background: Perceptions drive critical decisions that people make about their lives, and a core set of these perceptions consistently predict adults’ educational intentions and choices. This study investigates how a set of critical perceptions predict the strength of graduate students’ dropout intentions. Methodology: This study models their differential contributions using structural equation modeling, in AMOS®. Participants were 886 masters and doctoral students across programs and colleges in a Southwestern university in the United States. Findings: The best-fitting model demonstrated most significant influences on graduate students’ dropout intentions were predicted by: satisfaction with the overall graduate experience (not just program-of-study), self-efficacy for professional success (not just coursework), and the Perceived Graduate Experience Gap (expectations vs. experience in graduate school). Model fit was excellent for the whole group, and demonstrated some nuanced differences for subgroups, notably by degree type and point-in-program. Recommendations for Practitioners: These findings illuminate considerations useful to graduate faculty and program administrators concerned about improving retention and completion. They can inform policies and practice for preventing and reducing graduate student dropout.

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

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

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Shotton, Heather J., E. Star L. Oosahwe, and Rosa Cintrón. "Stories of Success: Experiences of American Indian Students in a Peer-Mentoring Retention Program." Review of Higher Education 31, no. 1 (2007): 81–107. http://dx.doi.org/10.1353/rhe.2007.0060.

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Reyes, Maria Elena. "A Sophomore-to-Junior Mentoring Program That Works: The Sam Program at the University of Texas Pan American." Journal of College Student Retention: Research, Theory & Practice 13, no. 3 (November 2011): 373–82. http://dx.doi.org/10.2190/cs.13.3.f.

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In an effort to increase the retention rates of college sophomores in a Hispanic Serving Institution in south Texas, university administrators created and implemented a successful peer mentoring model, the Sophomore Academic Mentoring (SAM) Program. Results suggest that the program has contributed to an increase in retention for second year, sophomore-to-junior students at the university.

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Prater, Greg, Susan A. Miller, and Sam Minner. "The Rural Special Education Project: A School-Based Program that Prepares Special Educators to Teach Native American Students." Rural Special Education Quarterly 15, no. 1 (March 1996): 3–12. http://dx.doi.org/10.1177/875687059601500102.

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The preparation, recruitment, and retention of teachers for rural areas and Native American reservations has long been a serious problem. This article describes a teacher preparation program that prepares preservice special education teachers to effectively work with Native American children and their families in a remote reservation area. University students receive practical classroom experience. The instruction is managed by an on-site instructor. The university students also experience almost total immersion in the Navajo culture. Recommendations are made for establishing similar programs in other locations.

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

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