Download or read book An Analysis of the Factors Affecting African American Student Persistence at a Vanguard Learning College written by Misha A. Turner and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Voices of Persistence a Case Study Analysis of African American Male Community College Students Participating in a First year Learning Community written by and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book African American Student Persistence at a Private 2 year Urban Career College written by JaDawn Muhammad-Collins and published by . This book was released on 2005 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to identify key factors for the persistence and subsequent graduation of African American students at a private 2-year urban career college. Questions guiding this study looked at what factors students identified for their persistence in completing their education and what perceptions they had in regard to the institution's commitment to their success.

Download or read book African American Students Perceptions of Factors which Affect Persistence in a Community College written by Brenda Bilal and published by . This book was released on 1996 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Examining Factors that Influence the Persistence of African American Students at a Historically Black College and University written by Gary L. Edwards and published by . This book was released on 2020 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study was conducted to examine the factors that influenced the persistence of African-American students at an HBCU. These factors included students involved in campus and classroom engagement, students’ grit to persevere, students’ commitment to setting goals, and perceptions of a freshman academy advisory program. Several studies reveal factors that contribute to student drop-outs; however, this study focuses on factors that influenced a student’s decision to stay in college. The results of the statistical tests and individual interviews revealed that students’ classroom and campus engagement, grit to persevere, and commitment to goal setting were promising. However, there were no significant differences when comparing males and females’ classroom and campus engagement, grit, and commitment to setting goals.

Download or read book The Meaning of Persistence for African American Females Attending Urban Community Colleges written by John Glavan and published by . This book was released on 2010 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purposes of this study were to examine the experiences of African American female students attending urban community colleges, to gain further understanding of how they interpret the meaning of persistence, and to identify the factors that affect their persistence. African American women attending community college in Los Angeles were interviewed on their educational experiences and the meaning of persistence to them. The results of this study will offer researchers and community college leaders a broader and more in-depth perspective into the essence of persistence for African American female students. By focusing on individual students rather than groups of students, the study examines how persistence works in the day-to-day lives of these students. The study expresses these women's concerns and may help make colleges more aware of their needs and issues.The significance of this study is threefold. The first is to help a minority group of students who currently are trying to benefit from a community college education to find a voice so that they can describe their college experiences. The second is to describe, based both on the specific perceptions of the students interviewed as well as insights gained from the study of the relevant literature, the specific impact that urban community colleges have on the persistence of African American female students. The third is to add to the currently limited scholarly literature regarding the persistence of African American female students attending urban community colleges.

Download or read book Staying the Course written by Lynn M. Sordelet Leonard and published by . This book was released on 2002 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors in African American Social Work Student Persistence written by Jacqualyn F. Green and published by . This book was released on 1999 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt: Population estimations for the year 2000 indicate an increase in poor and minorities in the United States (Loden & Rosener, 1991). In view of this growth trend, Berger (1989) suggests a need for social workers with sensitivity to such populations. The presence of minority perspectives provides a valuable contribution to service delivery (Mullen et al., 1993). Efforts to enhance student persistence in graduate schools of social work will contribute to the pool of social workers available in the next century. The purpose of this study is to determine the factors that contribute to African American student persistence in graduate schools of social work. This study applies aspects of Astin's, Tinto's and Green's theories of persistence. Astin's theory of involvement (1975) considers student investment of time in educational pursuits. Tinto's (1975) theory of departure includes background, social and academic aspects in persistence decisions. Green's (1997) theory focuses on the ability of the student to cope with racial issues (racial resilience) and the racial climate of the school (racial responsiveness). One hundred and thirty-five students from two predominantly white and two historically black universities participated in surveys administered to determine the effect of involvement, background, academic, social, resilience factors, and college type upon student persistence outcomes. Interviews held with administrative personnel at each institution provided contextual data. Correlations were used to examine the relationships among all of the variables in the study. T-Tests were conducted to compare outcomes due to university type. Multiple regressions were used to explore the relationships between significant independent variables and persistence. The findings of this study indicate that persistence outcomes of African American graduate social work students are influenced by: (a) academic performance, faculty-student relationships, (c) health, (d) the ability to deal with stress, and (e) ethnic pride (impressions of ethnic group). These findings suggest that social work programs that incorporate aggressive grade monitoring practices, provide diverse opportunities for student-faculty interaction, offer opportunities for health care, stress alternatives, and a culturally relevant curriculum, may positively influence African American student persistence.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.

Download or read book MANY DO SUCCEED YOU KNOW AFRICAN AMERICAN ADULT STUDENT SUCCESS AND RETENTION IN COMMUNITY COLLEGES written by Shawn Allison and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the factors, attributes, and commitment that contribute to African American adult student success, retention, and completion in the community college environment. This study explores what factors contribute to African American student retention as opposed to those factors that serve as deficit; literature abounds with reasoning why minorities fail at both the two-year and four-year college setting. What then are reasons they succeedare these reasons different from other minorities or the larger non-minority student body? Does gender effect outcomes? To answer these questions of success and retention, these variables were measured by specific components the Community College Student Experience Questionnaire (CCSEQ). The CCSEQ is a student self-assessment instrument that provides information on the quality of students' educational experience as well as students' progress toward important educational goals (Pearson et. al, 2009) based on their effort in academic activities, interaction with faculty, staff, and institution as a whole, and the utilization of resources. The participants in this study were graduates of a large Southeastern community college during the fall of 2019. This quantitative study consisted of an analysis of the data extracted from the CCSEQ. This analysis compared compare graduation participants based on gender and race (as defined as minority or non-minority). The CCSEQ results and matched samples of fall graduate responses were analyzed by ANCOVA addressing seven variables that relate to Tintos theory of retention in three broad categories (internal retention factors, external retention factors, and success factors). The secondary and tertiary purposes of this study are to determine the strength of relationship between the students tendency to persist and their perception of the collegiate environment, perceptions of gains, and quality of effort. While there was no significance found in these seven independent variables, controlling for African American students as a covariate, there was significance found for independent variables minority and gender. The study analyzed the effect of the gender and the minority variables on each score and studied the interaction effect of gender x minority. In addition, this study provides analysis about the effect of being African American (defined as covariate AA Black) on each score. Overall, independent variable minority had an effect on two scores, but not AA Black. AABlack had basically the same effect as the other non-white minorities on these two scores. Otherwise independent variable gender also had an effect on two other scores. Some interaction effect between variables gender and minority was observed on the mean plots, but the variance in each group is too large to detect a statistically significant interaction.Keywords: African American student, covariate, community college, quantitative methodology, retention, success, persistence, CCSEQ, background characteristics, ANCOVA..

Download or read book The Social Factors that Support Urban African American Male s Persistence in College written by Christopher Scott and published by . This book was released on 2017 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American male students from urban communities hold a poor retention rate in college in comparison to other ethnicities. According to Harper (2006), "[M]ore than 67.7 percent of black men who start college do not graduate within six years (Harper, 2016). In rare cases, African American male students from urban areas persist through their freshman year excelling in course work putting them on track to finish their degrees. In 2004, 10. 4 percent of male undergraduates in college were black (Harper, 2006). This study explores the "persistence," referring to the will power students need to stay on course in spite of difficulty and opposition. Additionally, this work speaks of "retention," referring to a student's continuance in college until receiving their pursued degree. This research is based on the assumption that there is clearly an equity issue if one group of students are not persevering in college and carrying out course work to reach the ultimate goal, graduation. Using a case study approach of one African American male college student, this investigation identified the underlying social factors that supported the student's persistence in college during his freshman year at a predominantly white institution, or PWI, in the Midwest. The study revealed the supporting social factors of this student prior to enrolling in college, the factors contributing to his retention while in college. Data was collected through participant observation, informal interviews, as well as formal interviews. This study provides a better understanding of the social relationships necessary to support the persistence of the urban African American male college student. This exploration is significant to college administration personnel due to its potential to act as a guide for replicating similar social support systems for current and perspective African American male students within their institutions.

Download or read book Factors Affecting Student Persistence written by Maggie Gillespie and published by . This book was released on 1992 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book College Student Retention written by Alan Seidman and published by Rowman & Littlefield. This book was released on 2024-08-09 with total page 359 pages. Available in PDF, EPUB and Kindle. Book excerpt: College student retention continues to be a top priority among colleges, universities, educators, federal and state legislatures, parents and students. While access to higher education is virtually universally available, many students who start in a higher education program do not complete the program or achieve their academic and personal goals. In spite of the programs and services colleges and universities have devoted to this issue, student retention and graduation rates have not improved considerably over time. College Student Retention: Formula for Student Success, Third Edition offers a solution to this vexing problem. It provides background information about college student retention issues and offers the educational community pertinent information to help all types of students succeed. The book lays out the financial implications and trends of retention. Current theories of retention, retention of online students, and retention in community colleges are also thoroughly discussed. Completely new to this edition are chapters that examine retention of minority and international students. Additionally, a formula for student success is provided which if colleges and universities implement student academic and personal goals may be attained.

Download or read book African American Males Identification of Factors that Contributed to Their Community College Persistence written by Ulissa Byshelle Coburn and published by . This book was released on 2017 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: In spite of an expanding enrollment of African American males in community colleges in the United States, the early departure of this minority group is one of concern. The purpose of this qualitative study was to explore African American males’ identification of the factors that contributed to their persistence at community colleges. Data were collected through structured interviews with 7 African American male community college graduates who were enrolled at a 4-year university when the study was conducted. Data were analyzed through by coding and categorizing in order to determine themes. Social integration and social cognitive models were used to obtain an understanding of the factors that allowed these students to persist in their studies and obtain their associate degree. With this study, the researcher aimed at creating a mental picture of African American male students who have completed an associate degree by identifying the factors that African American males perceived contributed to their persistence. This study builds upon the limited amount of research available which focused on African American males attending community colleges. The researcher sought to bring understanding to factors affecting the persistence of African American males at community colleges. The study’s findings are significant as they highlight African American males’ identification of persistence factors; this information could be used by community college administrators to better support the success rates of African American males.

Download or read book Factors Impacting Persistence for African American and Latino Community College Students written by Amy Radovcic and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Success Seekers written by Jeanne D. Wilson and published by . This book was released on 2007 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation addresses two questions: a) What factors contribute to African American males dropping out of, completing an A.A. degree, and/or transferring to 4-year colleges and universities; b) How do beliefs, goals, aspirations, and experiences of African American males affect their persistence in community college. Research is based on the experience at the Daraja Project, Canyon College, a learning community that combines academic and student services to create a study environment that assists underrepresented students acheive success in higher education.

Download or read book Student Success and Geography written by LaMarcus D. Howard and published by . This book was released on 2020 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to analyze the relationship between academic and nonacademic determinants of academic achievement and persistence and to identify how university geographic location influences the likelihood of Black male persistence. Quantitative data was drawn from the 2012/14 Beginning Postsecondary Students (BPS) Longitudinal Study (BPS: 12/14) conducted by the U.S. Department of Education National Center for Educational Statistics (NCES)to explore third-year academic achievement and persistence for Black males. This study identified two research questions, guided by the theoretical frameworks of Tinto’s student institutional departure model and Astin’s Input-Environment-Outputmodel to assess Black male decisions to stay or leave college. Descriptive statistics were used to calculate the means and percentages for all independent and dependent variables included in this analysis. Additionally, a multiple regression was used to predict the relationship between academic and non-academic determinants of academic achievement for Black males. Furthermore, a binomial logistic regression was used to predict the probability that university geographic location influences the likelihood of Black male persistence.The findings from this study indicated that when controlling for academic achievement (third-year), high school GPA had a positive effect on Black male third-year persistence, while financial aid (federal and private student loans) had a negative effect on Black male GPA their third year of college. Additionally, this study indicated that geographic location did not influence the likelihood of third-year persistence. In fact, the findings in this study demonstrated that having a job on campus during the first year of college positively influenced Black male third-year persistence.