Download or read book How African American College Men Experienced Their First Year at a Predominantly White Mid western Regional Public University in the U S written by Oniffe Grizzle and published by . This book was released on 2021 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American men's graduation rates from institutions of higher education are among the lowest of any demographic group in the United States. I interviewed African American men who shared their narratives on how they lived out their manhood on a mid-western public regional four-year university campus. The purpose of the study was to garner insights from their stories, and to see how the lessons learned from their lived experiences could be applied to improve the first year experience for this segment of the student population. The combination of phenomenological and grounded theory research paradigms helped me to analyze the lived experiences of African American men in an institution of higher education milieu. The main themes that I identified after analyzing the collected data, using critical race theory as a key theoretical lens, were Black Masculinity, Being Seen, Brotherhood, Support Groups, and Ideations of Success. African American men's complex and multi-dimensional masculinities called for a sense of commitment and responsibility to community, family, and brotherhood. The respondents' goals of graduating are similar to all other student groups, and they are most likely to thrive in their first year of college if their Black masculinities are centered; they most likely will seek assistance when made to feel valued and seen by institutional and familial support systems.
Download or read book College in Black and White written by Walter Recharde Allen and published by SUNY Press. This book was released on 1991-01-01 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reports findings from the National Study of Black College Students, a comprehensive study of Black college students' characteristics, experiences, and achievements as related to student background, institutional context, and interpersonal relationships. Over 4,000 undergraduates and graduate/professional students on sixteen campuses (eight historically Black and eight predominantly White) participated in this mail survey. Using these and other data, this book systematically examines the current state of Black students in U.S. higher education. Until now, our understanding has been limited by inadequate data, misguided theories, and failure to properly interpret the Black American reality. This volume challenges our assumptions and contributes to the growing body of knowledge about Black student experiences and outcomes in higher education.
Download or read book Too Important to Fail written by Craig A. Smith and published by . This book was released on 2016 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Continued research on the first-year experience of African American male students entering institutions of higher learning is necessary and can provide a deeper look at institutional and individual factors that African American male students may encounter, and impact their academic success. Understanding the issues that affect African American male college students from achieving academic success in their first year of college is important. The role of the first year experience program in African American male college student persistence is discussed in this research study. This mixed-methods dissertation case study attempted to capture the lived experiences of and identify the issues that African American men face(d) during their participation in a first year experience program at a predominantly white institution. This study examined what impact participation in a First Year Experience program at a predominantly white institution had on African American male persistence. The quantitative data collected was used to support the qualitative findings. Three major findings include: a) nurturing self actualizing program design, b) nurturing campus environment, and c) nurturing support, both peer and faculty/staff, helped African American males to persist. The findings highlight both present and future challenges faced by African American males at predominantly white institutions and how participation in FYE program can curtail some of these barriers.
Download or read book The Agony of Education written by Joe R. Feagin and published by Routledge. This book was released on 2014-04-23 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Agony of Education is about the life experience of African American students attending a historically white university. Based on seventy-seven interviews conducted with black students and parents concerning their experiences with one state university, as well as published and unpublished studies of the black experience at state universities at large, this study captures the painful choices and agonizing dilemmas at the heart of the decisions African Americans must make about higher education.
Download or read book The Experiences of African American Men at Predominantly White Institutions of Higher Education After Successfully Transferring from a Community College written by Keenan King and published by . This book was released on 2020 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American men complete post-secondary education among the lowest rates of any other subgroup in higher education (Brooms & Davis, 2017; Farmer & Hope, 2015; Palmer, Wood, Dancy, & Strayhorn, 2014; Warde, 2008). This study focuses on addressing this problem by attempting to understand the experiences of African American men who successfully navigate a higher education pipeline from community college to a four-year, predominantly White institution (PWI). Half of all African American men enter higher education at the community college level (Villavicencio, Bhattacharya, & Guidry, 2013); therefore, community college plays a key role in shaping their experiences in higher education moving forward. Also, educational data has shown that an African American man, who is also a transfer student, has a small chance of transferring to a four-year PWI and completing a degree. To address this issue, this study is designed to understand how African American men in PWIs of higher education, after successfully transferring from community college, describe and make meaning of their experiences. The design for this qualitative study is phenomenology and is applied to discover the deep interconnectedness shared by this study's participants. Additionally, Critical Race Theory's five educational tenets by Yosso, Smith, Ceja, and Solórzano (2009) were used to understand the contributions that race had on the experiences of participants. I engaged semi-structured interviews with 10 African American men at midwestern PWIs who successfully transferred from a community college. Initial analysis of the data yielded four emergent themes. These themes highlight the participants' experiences with the invisibility of race while at their PWI, how participants' community college experiences shaped their experiences at the PWI, how participants remained determined to achieve their goals through higher education while facing adversity, and how participants ultimately did not express any regrets about attending a PWI. The findings from this research suggest how important it is for practitioners and researchers, whose primary focus is African American men, to continue to design initiatives and research highlighting their stories of success. This positive realignment in practice and research is essential to combating the deficit perspective that dominates the conversation regarding African American men in higher education.
Download or read book The Retention of First Year Black Male Students at Predominately White Private and Public Universities and Colleges written by Dr. Sandy Woodrow Yancy, Sr. and published by Outskirts Press. This book was released on 2015-09-14 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on his dissertation research, The Retention of First-Year Black Male Students at Predominately White Private and Public Universities and Colleges provides evidence that the retention of first-year Black male students at predominately White private or public universities and colleges can be achieved. Using the experiences of six participants at a predominately White private university in the Washington, D.C. area, the book encourages Black male high school graduates who want to attend predominately White private or public universities or colleges to use those participants’ experiences—specifically the key factors that contributed to their academic success—in obtaining their college degrees. Educated Black men tend to improve their communities, provide financially for their families, enjoy higher self-esteem, and become valuable assets to their employers, perhaps even becoming business owners. Today, African-American enrollment in higher education is at an all-time high, but there is still a 20-point gap in graduation as compared to Whites at 63%. This gap has enormous economic and societal implications. “Without education, there is no hope for our people, and without hope, our future is lost.” —Journal of Blacks in Higher Education, 2009 This treatise not only offers inspiration and practical advice for Black men seeking higher education; it provides valuable suggestions for high school counselors, college administrators, and faculty who support this worthy goal.
Download or read book Coping Strategies of Successful African American Male Sophomores at a Predominantly White Midwestern University written by Algernon Arthur David Felice and published by . This book was released on 2006 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Academic Success of First Generation African American Male CollegeStudents Attending Predominantly White Institutions of Higher Education written by Venus Hewing and published by . This book was released on 2011 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: A quantitative, correlational design was utilized in this study to examine the relationship between academic self-efficacy, racial identity, and the academic success of first-generation African American male college students at Predominantly White Institutions of higher education. The study comprised 89 first-generation African American male college students attending five public institutions of higher education in the northern geographical region of the United States. The data were collected using the Academic Self-efficacy Scale (ases), Black Racial Identity Attitude Scale (brias), and a demographic questionnaire. The study employed three hypotheses: (a) academic self-efficacy would independently predict gpa; (b) racial identity would independently predict gpa; and (c) academic self-efficacy and racial identity combined would predict gpa. Of the three hypotheses, racial identity was the only variable that did not significantly predict gpa. This research potentially can add to the existing body of retention literature on first-generation African American male college students, most particularly on predominantly White campuses. It might also prove useful for parents, educators, and community leaders wishing to develop strategies and techniques that will foster academic resiliency among this student population. The findings from this study generated questions that warrant further investigation. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Download or read book The Experiences of First year African American Males in a Living Learning Community Attending a Historically Black College and University written by Paul Brandon Johnson and published by . This book was released on 2016 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this case study was to investigate the experiences of first-year African American males who participated in a Living Learning Community (LLC) while attending a Historically Black College and University (HBCU), to understand how, if at all, the program had any impact on the participants' retention. The conceptual framework for this study was derived from the student integration model (Tinto, 1993). Research was conducted on the campus of a mid-sized HBCU located in the southeastern region of the United States. Over a period of four weeks, data were collected from students participating in the LLC. Data collection methods included 12 in-depth interviews, 12 residence hall observations, 4 classroom observations, and information from reports obtained from the institution. Themes and subject categories from the interviews and observations were determined using a combination of In Vivo (Creswell, 2013; Saldana, 2013) and open coding (Corbin & Strauss, 2007). Findings from the case study showed students in the LLC perceived they experienced and/or received several academic benefits associated with their participation, such as knowledge and use of academic support services including academic advising, tutorial services, and supplemental instruction. The students also perceived they experienced more social connectivity with their fellow LLC members and participated in more social events compared to those not in the LLC. Additionally, the participants commented the program made it easier for them to make friends, which facilitated a smoother transition to college. Students also directly associated their LLC participation with increasing their likelihood of being retained. Based on these findings, a foundation for understanding how LLCs on HBCU campuses can positively impact first-year African American males will be established. The conclusions drawn from the study will advise higher education practitioners on methods to enhance outcomes for African American male students on HBCU campuses using LLC programming."--Abstract from author supplied metadata.
Download or read book A Study of the First Year Experiences of African American Students Within Two Living Learning Communities at a Predominantly White PWI Midwestern Institution written by Nathaniel C. Tomson and published by . This book was released on 2020 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Black Men in College written by Robert T. Palmer and published by Routledge. This book was released on 2012-03-12 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black Men in College provides vital information about how to effectively support, retain, and graduate Black male undergraduates. This edited collection centers on the notion that Black male collegians are not a homogenous group; rather, they are representative of rarely acknowledged differences that exist among them. This valuable text suggests that understanding these differences is critical to making true in-roads in serving Black men. Chapter contributors describe the diverse challenges Black men in HBCUs face and discuss how to support and retain high-achieving men, gay men, academically unprepared men, low-income men, men in STEM, American immigrants, millennials, collegiate fathers, those affiliated with Greek organizations, and athletes. Recommendations for policy and practice to encourage retention and persistence to degree completion are grounded in extant theory and research. This text is a must-read for all higher education faculty, researchers, and student affairs practitioners interested in addressing the contemporary college experiences of Black men in postsecondary institutions.
Download or read book Black Male Collegians Increasing Access Retention and Persistence in Higher Education written by Robert T. Palmer and published by Jossey-Bass. This book was released on 2014-07-08 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Offering recommendations and strategies to help advance success among Black males, this monograph provides a comprehensive synthesis and analysis of factors that promote the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges). It delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education. This is the 3rd issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Download or read book The Evolving Challenges of Black College Students written by Terrell L. Strayhorn and published by Taylor & Francis. This book was released on 2023-07-03 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presenting new empirical evidence and employing fresh theoretical perspectives, this book sheds new light on the challenges that Black Students face from the time they apply to college through their lives on campus.The contributors make the case that the new generation of Black students differ in attitudes and backgrounds from earlier generations, and demonstrate the importance of understanding the diversity of Black identity.Successive chapters address the nature and importance of Black spirituality for reducing isolation and race-related stress, and as a source of meaning making; students’ college selection and decision process and the expectations it fosters; first-generation Black women’s motivations for attending college; the social-psychological determinants of academic achievement, and how resiliency can be developed and nurtured; institutional climate and the role of cultural centers; as well as identity development; and mentoring. The book includes a new research study of African American male undergraduates who identify as gay or bisexual; discusses the impact of student-to-student interactions in intellectual development and leadership building; describes the successful strategies used by historically Black institutions with at-risk men; considers the role of parents in Black male students’ lives, and the applicability of the “millennial” label to the new cohort of African American students.The book offers new insights and concrete recommendations for policies and practices to provide the social and academic support for African American students to persist and fully benefit from their collegiate experience. It will be of value to student affairs personnel and faculty; constitutes a textbook for courses on student populations and their development; and provides a springboard for future research.
Download or read book Engaging African American Males in Community Colleges written by Ted N. Ingram and published by IAP. This book was released on 2018-05-01 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume dedicated to the engagement of African American males in community colleges furthers the research agenda focused on improving the educational outcomes of African American males. The theme engagement also supports the anti-deficit approach to research on African American males developed by renowned research scholars. The true success of African American males in community colleges rests on how well these institutions engage young men into their institutions. This will require community colleges to examine policies, pedagogical strategies, and institutional practices that alienate African American males and fosters a culture of underachievement. The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males. It is our intent that this book will contribute to the growing body of knowledge that exists in this area as well as foster more inquiry into the achievement of African American males. The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.
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 Making Sense of Belonging for Black Undergraduate Men on a Predominantly White Campus written by Kenyon Robert Bonner and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 6-year graduation rate for Black undergraduate men is the lowest of all students attending all postsecondary institutions in the United States. Only 35% of Black undergraduate men graduate in 6 years, compared to 60% of all students. The literature suggests that developing a sense of belonging may be particularly difficult for minoritized students who attend predominantly White institutions (PWIs). Sense of belonging is a student's perceived social support on campus or feeling of connectedness and mattering. Additional research is needed to inform practices that foster higher levels of belonging for Black undergraduate men who attend PWIs to reduce the gap in college completion rates between Black undergraduate men and their peers. This study used a one-phase concurrent triangulation mixed-methods design. The mixed-methods approach involved analyses of quantitative data from the Student Experience in the Research University Undergraduate (ugSERU) Survey and analyses of qualitative data from in-depth student interviews to understand how sense of belonging varies among students of different race/ethnicities and gender and how Black undergraduate men experience sense of belonging at PWIs. The findings reveal that sense of belonging is higher for women compared to men. African Americans and Asians have comparable sense of belonging scores, but they are lower than White and Hispanic students. African American, Asian, Nonresident, and Multiracial men and women have significantly lower sense of belonging scores than Hispanic and White men and women. Two overarching themes emerged from the in-depth interviews, including forces that worked against students' sense of belonging and forces that supported students' sense of belonging. The in-depth interviews also revealed the divergent role that one force could play for different students by promoting sense of belonging for some students and working against sense of belonging for others. The findings from this study have several implications for higher education administrators serving at PWIs who wish to improve the retention and graduation of Black undergraduate men.
Download or read book The Impact of a Race based Intervention Program on One African American Male at a Predominately White Institution written by Kenneth J. Brown and published by . This book was released on 2020 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American male college students face many challenges that directly impact the opportunity to persist, be retained, and graduate. These challenges require institutions to provide support through their culture, initiatives and interventions. It is critical to understand that students' perspectives on their experience serve as their reality. This means that primary experiences and research are essential towards meeting this challenge. Higher education practitioners need to understand the needs of incoming African American males in order to intervene proactively on the issues they may experience. This autoethnographic study focuses on examining the story told by myself, as a first-generation, African American male, about my journey and experience at a predominately white institution (PWI), and my challenges and successes toward attaining my degree. I examine my college perspective and experience and how the involvement in a race-based intervention program guided my persistence and graduation. I will utilize previous Facebook posts as a form of diary for documentation purposes. I attended the University of Toledo, a predominantly white, metropolitan university in Toledo, Ohio, that serves more than 20,000 students from a variety of diverse backgrounds and geographical locations. My experience was shaped by the Student African American Brotherhood (SAAB), which was nationally established in 1990 at Georgia Southwestern State University and 2005 at the University of Toledo. Three themes emerged through an analysis of the data: academics, student involvement, and personal perception (sense of belonging). A sub theme of the impact of finances (lack of finances, literacy, and understanding of aid systems) emerged in this study. The study includes implications for pedagogy for higher education professionals, African American male students, and institutions, as well as areas for future research.
