Download or read book Examining the African American Male Undergraduate Students Perceptions of Barriers and Factors for Success written by Christopher James Hogan and published by . This book was released on 2011 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to examine the barriers African American males face in higher education and the factors that promote academic success. This study focused on African American males who attended a large Midwestern public university.Their perceptions were collected through multiple interviews. The interviews were transcribed and coded for themes. In examining the perceptions of African American males it was found that the barriers they face (academic preparedness, transition into the instructional environment and identity development) and the factors that promote academic success (peer group influence, student involvement and mentoring relationships) at the research institution are similar to the barriers African American males face and the factors that promote academic success according to the literature (Bonner, et. al., 2006). Recommendations include exposing African American males to the campus environment prior to enrollment, strategically advising African American cultural student organizations. Future research should include conducting more in-depth interviews with a more diverse group of African American males.
Download or read book African American male first second college student perceptions of the barriers to their academic success written by Jeannine N. Belton Williams and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates there is a significant trend of African American male students’ inability to graduate once enrolled in the nation’s public colleges and universities. Persistently low graduation rates of African American male students in their first and second year of college are connected to both cultural and institutional barriers. The purpose of this qualitative case study is to explore the perceptions, attitudes, and lived experiences of 20 African American male first and second year college students at a Michigan four year public university regarding possible societal or institutional barriers to degree completion that they may have experienced or are experiencing and how those barriers have influenced their academic success. This study will be guided by two overarching research questions. First, what are the perceptions, attitudes, and lived experience of African American male students at the university? Second, what are the barriers they encountered that affected their persistence at the university? Results may provide specific recommendations for remedial efforts the university may consider utilizing to address African American male students’ persistence and societal or institutional barriers to their degree completion. The perceptions, attitudes, and lived experiences of these students may provide information that the university’s administrators can use to design policies and programs to help remedy the low persistence of the target participants in the study. Results may provide specific data with which to address this ongoing problem at the university.
Download or read book African American Male Students Perceptions of Factors that Contribute to Their Academic Success written by Gertrude Rolland and published by . This book was released on 2011 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This study sought to understand African American high school males' perceptions of factors contributing to academic success. The researcher gathered information by interviewing students and collecting their demographic profile data. This qualitative research method enabled the researcher to learn directly from students what factors African American male students associated with academic success as well as challenges to academic success and solutions for achieving academic success. Participants were three junior and three senior African American high school male students attending a rural high school in Georgia. Data collection occurred during the spring semester of 2011. Each participant was asked 16 questions to determine his perspectives on factors contributing to academic success and what solutions and challenges he perceived necessary for African American males to achieve academic success. Among factors influencing student success were: (a) supportive parents, (b) caring teachers, (c) positive school environment, (d) peer support, and (e) community initiatives. Data suggested that to support the academic success of African American male students more African American male teachers and mentors are needed in schools. In addition, African American males desired for educators to understand their cultural background and avoid labeling them. Some challenges perceived by participants included: (a) lack of after school community activities, (b) negative stereotypes, (c) lack of self-initiative, (d) negative images, and (e) lack of belief in self. Among solutions cited were: (a) self-motivation, (b) role-models, and (c) mentors. Overall, participants had a need to feel cared about, understood, and supported. Findings from this research study can assist in the development of teacher education programs, school-based interventions and community programs for African American male adolescents. This research study is an attempt to provide additive information within the educational literature.
Download or read book African American Males Perceptions of Success While Attending Community College written by Dana M. Emerson and published by . This book was released on 2016 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: African American males' experience in higher education is often categorized with negative terminology that does not reflect notions of success. Most research addressing the success of African American males in higher education illuminates factors that impede access to success and is often situated in university settings. Very little research is dedicated to examining the experiences of African American males in community colleges and even less research is published on their perceptions of success Purpose: To examine and understand the concept of success from the perspective of African American males enrolled in community college and identify how institutional and non-institutional factors affect their concept of success. Setting: Interviews were conducted at community colleges in the Pacific Northwest region of the United States. Subjects: Seven African American males enrolled in at least 6 credits at a community college in were interviewed. Research Design: Qualitative interviews using a semi-structured question matrix; the question matrix was designed to elicit responses related to defining a personal concept of success. Data Collection and Analysis: Face- to- face interviews were conducted on college campuses. Audio recordings were collected, transcribed, and then coded using computer- assisted qualitative data analysis software. Coded excerpts were grouped into prominent themes. Findings: Six primary themes were identified from the interview data. • Almost all participants stated that academic success had nothing to do with academic performance. Academic success was situated in overcoming challenges in an academic environment. • Success in general is more important than academic success. • The concept of success changes based on life experiences. • Feeling isolated, positive and negative interactions with faculty and peers contributed to the concept of success. • Negative imagery, stereotypes, financial status, and family support contribute to how African American males perceive themselves as successful. • Overcoming daily challenges based on race is indicative to how African American males equate success. Conclusions: While persistence and completion are important, academic success as defined by African American males in community college does not pertain to academic performance. Deeply rooted issues of race and racism influence a general definition of success. Concepts of success change overtime as significant life events occur and as more encounters with racism are realized. Overcoming challenges that affect the intersections of race, class and gender are more accurate descriptions of success. African American males in community college are very aware of how fragile their lives are as targets of racial profiling. Avoiding situations where others may not feel safe in their presence and continuously compensating for racial barriers that must be overcome in order to succeed is burden that is carried daily. For African American males, the only concept of success that matters is surviving the daily challenges of being an African American male for example, not losing their life at the hands of police officers.
Download or read book Academically Gifted Poor African American Male Undergraduates in Engineering written by Alonzo Martice Flowers (III.) and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Research focusing on the academic and social experiences of academically gifted, poor, African American male college students has been limited. Recent findings on college persistence stress the role of institutions of higher education in providing educational opportunities. However, research on academically gifted, poor, African American males indicates that this student population has had limited access to these opportunities. Academically gifted, poor, African American males in higher education encounter social and institutional factors that guide the directionality of their educational experience, particularly in engineering disciplines. This study explores perceptions of academically gifted, poor, African American male undergraduate students engineering as a major disciplines in order to identify factors that contribute to academic and social development. Based on participants' responses, seven categories emerge to identify aspects of the participants' experiences in college: (a) self-perceptions, (b) financial obstacles, (c) engineering as a major, (d) family influence and support, (e) peer relationships, (f) relationships with faculty, and (g) the students' perceptions of the institution. Based on the findings, it was concluded that institutions of higher education must understand the various factors (e.g., peer and faculty support, institutional congruence) that influence the academic and social integration of academically gifted, poor, African American male students. Specifically, these institutions must recognize the importance of family involvement, mentoring, and increased financial support for academically gifted, poor, African American male students.
Download or read book An Exploration of African American Male College Students Perceptions of Factors that Contribute to Their Academic Success written by Yvette N. Daugherty-Brown and published by . This book was released on 2016 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the Congressional Black Caucus Foundation (2012), college degree attainment among African American males is only 16%, as compared to 20% for African American females, and 32% for Caucasian males. A great deal of research and emphasis has been placed on the struggles, challenges and shortcomings relative to African American male educational attainment. However, more work needs to be done to determine the factors that contribute to their academic success.The purpose of this phenomenological qualitative study was to explore the factors that contributed to the academic success of African American male college students that participated in the Baldwin Wallace University Scholars program (BW Scholars). For this program, cohorts of African American male students are selected during summers before ninth grade. Those scholars receive mentoring, academic enrichment and career readiness opportunities throughout their high school years in preparation for some sort of post-secondary enrollment. The aim of the program is to give the scholars the support that they need to graduate from high school. When a scholar applies to Baldwin Wallace for undergraduate studies and is accepted, he is given a full scholarship to the university. Through one-on-one interviews, eight African American male scholars participated in this study. The results revealed their unique perceptions of academic success, and their attitudes, behaviors, and skills that were necessary for program completion. Despite their attendance in troubled urban high schools, the participants of this study benefitted from encouragement among family and friends, were careful in choosing friends, displayed good time management skills, and had a strong work ethic, all of which were important for their degree completion. Ultimately, the aim of this study is that the insights shared by the participants further inform university instructional programs that are designed to serve African American male college students.
Download or read book An Examination of African American Male Students Perceptions of Academic Success and Their Experiences at the Community College written by Shashuna Jenean Gray and published by . This book was released on 2017 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educational Factors Contributing to the Academic Success of African American Males A Comparison of Teachers and Students Perceptions written by Kathryn Hudspeth Chretien and published by . This book was released on 2007 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rise of accountability for the academic success of all students brought on by No Child Left Behind (NCLB) and corresponding state laws has made educators more aware of the need to reach every student. One sub-group of students often fall behind their Anglo counterparts, African Americans, in particular, males. The purpose of this study was to identify the factors that contributed to the academic success of six African American males who were high school seniors. The goal was to examine the commonalities through a lens of democratic practices to give voice to African American male students.
Download or read book Success Factors of Young African American Males at a Historically Black College written by Marilyn Ross and published by Praeger. This book was released on 1998-03-30 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when American society is desperately seeking to create hope for inner city black youth, this study serves as a tool to encourage those responsible for teaching and socializing young African-American males, who may feel they have little chance for success. The study involved 17 African-American male students at a historically black college in Miami, Florida. These students had great desire to achieve and did so despite daunting obstacles such as neighborhoods plagued with drugs, gangs, and crime. Interviewing students at the moment in their lives when they had successfully advanced beyond their environment, the author helps them to analyze their past in an honest manner. The case studies of the individuals reveal that family is the most relevant factor in the student's success; particularly, the presence of one person who cares and encourages the young man is vital. In President Clinton's speech to the NAACP in July 1997, he remarked, I am tired of being told that children cannot succeed because of the difficulties of their circumstances. All we do is consign them to staying in the same circumstances. It is wrong. Through the stories of these students who have overcome their odds, this book can serve as an inspiration for younger African-American males to prevail over their own hardships.
Download or read book Perceptions of Race Status and Instructional Modality as Predictors of Degree Attainment for African American Male Community College Students written by Roderick C. Lewis (Sr.) and published by . This book was released on 2022 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the large number of students who begin their college education yet never graduate, it is essential that, as higher education leaders and policymakers develop student success strategies, they consider the persistence and degree attainment dynamics of all populations. This study focuses on the problem of degree attainment from the perspective of male, second-year, African American, community college students. A qualitative narrative case study approach was used to ascertain their perception of race, status attainment, and instructional learning modalities as predictors of degree attainment. Accordingly, those perceptions were then evaluated to determine their utility as predictors of degree attainment. Six students were recruited via electronically distributed flyers and participated in semistructured interviews via Zoom. The research questions focused on these students’ perceptions of learning modalities and additional supports offered at their community college, how status attainment impacted their academic persistence, and what these male, second-year, African American, community college students perceived as institutional barriers to degree attainment. The data were hand-coded and revealed 11 emergent themes. The emergent themes were further analyzed using NVivo, revealing three primary themes categorized as follows: (a) Representation, (b) Support and (c) Race. The findings revealed that in as much as the research participants embraced the challenges within their learning environment, they perceived the need for additional support services, which they felt would contribute to retention and eventual degree attainment. Moreover, the findings also revealed that while the student generally did not experience overt racism, they still perceived institutional barriers to degree attainment grounded in implicitly biased interactions on campus. Accordingly, the perceived biases influenced these students’ perception of status as it relates to a student’s perception of self and how others view him, and also a perception of self within the context of economic and social status. Hence, this study discusses these findings and provides new insights into predictors of academic persistence and degree attainment of African American, male, community college students. Keywords: Achievement gap, community college, degree attainment, first time in college (FTIC), persistence, race
Download or read book An Examination of Traditional and Non Traditional African American Male Students Perceptions of the Community College Environment Their Quality of Effort Gains and Inclination to Persist written by William Melvin Johnson and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: African American males at community colleges are facing greater challenges regarding persistence in today’s higher education environment. Several studies address institutional retention efforts of African Americans at 4-year institutions; however, a significant gap exists of research concerning African American male students' persistence efforts within the community colleges setting. This study assist policy makers, higher education administrators, institutional researchers, and program directors in regards to best practices of programs that promote student persistence at the community college level. Guided by C. Robert Pace’s “Quality of Student Effort” theory, this study was conducted to examine the differences among traditional and non-traditional African American male students’ perceptions of the community college environment, their quality of effort, gains, and inclination to persist. Several statistical procedures were conducted to analyze a national data aggregate of the Community College Student Experiences Questionnaire (CCSEQ) acquired from the Center for the Study of Higher Education (CSHE) at the University of Memphis. A secondary data analysis was conducted among 1,948 student respondents from 8 community colleges that responded to the electronic version of the questionnaire during the academic years 2010-2013. To address the five research questions presented within this study, the Statistical Package for the Social Sciences (SPSS) was used to conduct multiple analyses that addressed four groups of dependent variables (perceptions of the college environment, student quality of effort, students’ perceived estimate of gains, and an index of students’ inclination to persist). The independent variables were traditional and non-traditional African American male community college students. Results indicate that significant differences exist in the responses of the community college sample. Amongst the four groups of dependent variables, the most notable difference is the affinity of traditional aged students’ and their perceptions of the college environment. Differences among traditionally aged and non-traditional African American male community college students were also observed regarding students’ perceived quality of effort, their estimates of gains and their inclination to persist at the community college level.
Download or read book African American Male Students Perceptions of Factors that Influence Their Retention at a Community College written by Terrell Clark and published by . This book was released on 2020 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education institutions and their leadership struggle with developing an effective retention strategy especially one that targets African American male college students. African American male community college students are dropping out at alarming rates according to (Sternberg (2013), research on African American male college students has repeatedly been approached from a deficit lens that shows their challenges and poor academic performance. Opposing to the expression around a post-cultural United States of America, African American male college students are not experiencing evenhanded outcomes in higher education. Community colleges are a significant access point to higher education for all college students’ especially African American male college students; sadly, they are not being retained, at an acceptable rate. The purpose of this qualitative study is to explore the perceptions and lived experiences of African American male community college students regarding about college retention. Wood & Harris (2014) Five Domains Conceptual Framework is a holistic framework developed to address unbalanced retention and educational outcomes for African American male college students in a community college setting. This research study seeks shed light on the importance of (e.g., Pre-College, College Achievement, and Post-College Success) united with higher education institutions responsibilities (e.g., faculty engagement, college campus climate, and campus academic and social resources) to improve retention and academic outcomes for African American male college students.
Download or read book African American Male Academic Success written by Lawrence L. Scott and published by Universal-Publishers. This book was released on 2011-08 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore the experiences and perceptions of 10 selected academically successful African American male leaders. In this study, "academic success" was defined as these African American men who attained a master's or postgraduate degree such as a M.D., Ph.D., or J.D. Even though there is bountiful research on the deficiencies in the lives of African American males, it is still unclear what conditions lead African American men to higher educational attainment. The goal of this study was to also add to the deficient, ever-emerging body of research in the area of African American male educational attainment, while providing viable solutions that speak to the plights of African American males from all educational backgrounds and experiences. Using a basic interpretive qualitative inquiry format, the research questions focused on (a) how professional and familial social capital is related to academic success, (b) the participant's perception of the role of resilience in the pursuit of academic attainment, and (c) how does self-efficacy influence academic success for these African American male participants? This research analyzed recurring themes from these participants, who were solicited because they can provide expert testimony on how an African American male can achieve academically. The inquiry produced three recurring themes: Self-Belief and Identity, Social Network and Support, and Faith, Spirituality, and Inspiration. After a comprehensive qualitative analysis of the themes, the following categories emerged: Resilience Over Faulty Mindsets; Competition; Above Mediocrity; Social Network and Support; Family; Positive Influences, Mentors, and Peers; Opportunities; Faith, Spirituality, and Inspiration; Faith in a Higher Power; and Historical Responsibility. All the participants identified Social Network and Support as a major factor in their academic success. Most participants credited a parent, peer, mentor, or teacher as the most influential person that helped them throughout their educational pursuits.
Download or read book A Transcendental Phenomenological Study that Examines African American Male Students Perception of Factors that Contribute to Academic Cuccess at a Four year College written by Brian Kelley Nix and published by . This book was released on 2019 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study was to examine African American males' perceptions of factors contributing to academic success. The central research question that guided this study is as follows: What factors do African American male students perceive as contributing to their academic success in attaining a four-year college degree? The information in this study could provide knowledge to other African American males, their families, and teachers regarding how these men could experience the same academic success as the participants. The participants consisted of 14 African American males from East Tennessee who graduated from a four-year college. The theories guiding this study are Oghu's (1986) theory of racial identity development, Bandura's (1977) social cognitive theory, Vygotsky's (1962) sociocultural theory, and Bourdieu's (1979) cultural/social capital theory. Data was collected through individual interviews, a focus group, and a personal narrative from the men participating in the study. The data collected during these interactions was analyzed, and the information that was gathered from this analysis was then separated into meaning and unit themes. These themes were then synthesized into a description of the experiences of the individuals. Once this description was formed, it was used to construct a description of the meaning and essence of the participants' experiences regarding this study (Moustakas, 1994). Keywords: cultural capital, multicultural navigator, critical race theory, social network, oppositional culture, racial identity development, self-efficacy, and social cognitive theory, social constructivism.
Download or read book In Their Own Voices written by Yusuf Sabree and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore the experiences of African American male former community college student-athletes who succeeded on their educational pathway. The study also sought to identify the supportive services African American male former student-athletes reported as contributing to their academic success. For the purpose of this study, educational pathway success meant the student earned either a certificate, an associate degree, or transferred to a four-year educational institution. Tinto's theory of retention served as the study's theoretical framework. A qualitative methodological approach was used involving a set of 11 interview questions with 16 African American male student-athletes, all of whom graduated from Michigan community colleges. Community colleges were chosen because the literature review showed high percentages of African American male student-athletes enrolled in community colleges are a vastly understudied population. Nine themes emerged from the analysis of the data. The data revealed the academic barriers participants endured while enrolled in community college, and the influence of family, teammates, coaches, faculty, and staff on their academic success. It is believed that, by understanding those factors that most influence an African American male student-athletes success in community college, both administrators and others who have a stake in this population's understand the persistence that leads to the participants' completion. Future research might include interviews with both student-athletes, coaches, and academic advisors. Further, a study that employs a mixed-methods approach may be conducted to provide more additional information pertaining to factors of success and perceptions of belonging within this important and unique population.
Download or read book Through Their Eyes written by Tracy L. Holder and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "The presence and implications of societal, institutional, and personal influences on African American male achievement in school was examined in this study. Through in-depth qualitative research strategies, the researcher sought to ascertain the perceptions of 5 African American male students, who are struggling academically and behaviorally in school, regarding the influences they believe are impacting their school experiences. The data confirmed that no single factor is solely responsible for these students' struggles in school. However, there are factors stemming from the societal, institutional, and personal influences that collectively impact their school success. At the institutional and personal levels of influence, factors consist of the lack of engaging instruction, the absence of significant connections to school adults, a limited role of parental support with education, and the negative influence of peers to misbehave in school. Although only one student acknowledges the influence of societal factors related to his surroundings and the cost of success for African American students as a contributor to his lack of success in school, the societal influence lurked beneath the surface of all of the participants' experiences and beliefs."--Abstract from author supplied metadata.
Download or read book Being Left Behind Not Staying Behind written by and published by . This book was released on 2015 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this Ed.S. project is to examine the barriers African American males face and their resiliency factors. The information will be used to educate others about the issues faced by this group and what factors positively impact their success. The participants consisted of six African American Males who attend James Madison University and are between the ages of 18-22. A qualitative research design was used. The interviews were semi-structured with a five-question interview protocol. There were specific themes that emerged from the research that were barriers as well as resiliency factors. Barriers included the impact of fathers and stereotypes, while resiliency factors included faith and support. Recommendations and conclusions based on this study include providing African American males with a supportive environment and focusing on the impact that race has on their belief that they can succeed.
