Download or read book Perceived Experiences that Postively Contribute to High achieving African American Male Student Success at a Large Urban Community College written by Shantay Renee Grays and published by . This book was released on 2017 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past two decades there have been increasing concerns about the steady decline in higher education attainment levels of African American males. There is extant literature that on African American male academic achievement and success in four-year institutions from a deficit model perspective. There is little research on high-achieving African American male students, specifically in community colleges. This study examined the lived experiences of six high-achieving African American male students enrolled in a large urban community college. The research study brings to light the perspectives of academically successful young men as well as their interpretations and understandings of how their lived experiences contributed to their academic development and success. This qualitative study responded to the following research questions: (1) What secondary school experiences do high-achieving African American males perceived as contributing to their academic success? (2) What personal experiences do high-achieving African American males perceive as contributing to their academic success in a large urban community college? (3) What institutional programs or services do high-achieving African American males perceive as contributing to their academic success in a large urban community college? The participants were 6 high-achieving African American and Black males attending a large urban community college located in in the Texas Gulf Coast region. Data were collected through semi-structured interviews. The analysis of the data yielded ten major themes (1) College Preparation, (2) High School Peer Influence, (3) Extracurricular Activity Participation, (4) Self-Motivation, (5) Family Interactions, (6) Adjustment to College, (7) Engagement, (8) Participation in Student Organizations, (9) Leadership Development Programs, and (10) Academic Support Services. The information gleaned from this study may contribute to the scarce body of knowledge that examined factors that contribute to the academic success for high-achieving African American men in a community college.
Download or read book A Road Less Traveled Hearing the Voices of High Achieving African American Male Community College Graduates A Narrative Study written by Charlita Yvonne Anderson and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community college leaders recognize the need for a more systemic and comprehensive approaches to increasing the retention rates of African American males, which was the impetus for this study. African American males within the community college system are not persisting and graduating at the same rates as that of their male or female counterparts, and approximately 70% of Black male undergraduates who start college never finish, which is the lowest college completion rate among both genders and all racial/ethnic groups in higher education (Harper, 2006a). This is compounded by a gap in the research regarding the existence of academically and socially high achieving African American males, as most research focuses on their underachievement. The purpose of this narrative qualitative inquiry was to explore the experiences and perceptions of AFRICAN AMERICAN males who successfully navigated and graduated from an urban community college in Northern California, in order to identify the factors that contributed to their persistence and success. The rationale for utilizing a narrative qualitative inquiry was this approach aligned with the study's goal of "giving voice" to African American male students' educational experiences and successful outcomes. This research study identified the three main themes of, experiencing success, involving and engaging African American males on campus, and receiving institutional support. Four results were identified; (a) involvement and engagement inside and outside the classroom are critical to African American male persistence and degree completion, (b) interpersonal connections between students and the community at large (peers, faculty, staff, and administrators) are integral to providing both validation and support as core factors to African American male persistence and degree completion, (c) validating experiences affirm positive interactions with community college faculty and are associated with African American male persistence and degree completion, and (d) self determination was an important attitude that propelled African American males forward to develop the kind of self-efficacy needed to complete their degree. Arising from this research were recommendations for the enhancement of community college programs to support African American male student success. Recommendations are also made for future research to deepen understanding of factors that support or thwart the success of these students.
Download or read book New Visions of Collective Achievement written by Darrell Cleveland Hucks and published by Springer. This book was released on 2014-11-26 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males takes you on a journey into the lives of three families of African American males, each with an elementary aged boy. Bear witness to each boy’s observations and insights on his current schooling experiences, also hear what older males in his family have to say regarding their schooling experiences. Employing qualitative methodology to include their frequently unheard voices in educational research, this book endeavors to move toward correcting this oversight. New Visions of Collective Achievement graciously offers each of us, as stakeholders, a most precious gift: a theoretical and practical framework to effect real, meaningful, and long-lasting change if we are courageous enough to take heed. “This refreshingly clear and focused book presents a comprehensive discussion on the schooling experiences of African American males across generations. This invaluable resource should be required reading for all educators who work with this population to show the value of education in the African American community.” – Chance W. Lewis, Ph.D. Carol Grotnes Belk Distinguished Professor of Urban Education, UNC Charlotte “New Visions of Collective Achievement provides educators with an important insight into the ways Black males experience their education across time. Through groundbreaking research presented in the voices of three generations of Black males, this book commands attention and calls for multiple stakeholders in our schools and communities to work together to cultivate and advance the social and academic well-being of Black males.” – Yolanda Sealey-Ruiz, Ph.D. Assistant Professor of English Education, Teachers College, Columbia University “New Visions encapsulates the spirit of African American males who are separated by generations, yet bound by a collective struggle against social injustice and a desire for success. Dr. Hucks invokes a reverence for historical oppression, an awareness of present day opportunities and barriers, and a visionary path for future generations of Black men.” – Ivory A. Toldson, Ph.D. Editor-in-Chief, The Journal of Negro Education; Associate Professor, Counseling Psychology Program, Howard University
Download or read book Building on Resilience written by Fred A. Bonner II and published by Taylor & Francis. This book was released on 2023-07-03 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do we fix the leaky educational pipeline into a conduit of success for Black males?That the issue is critical is demonstrated by the statistics that only 10% of Black males in the United States are proficient in 8th grade reading, only 52% graduate from high school within four years, and only 35 percent graduate from college.This book uniquely examines the trajectory of Black males through the educational pipeline from pre-school through college. In doing so it not only contributes significantly to the scholarship on the experiences of this population, but bridges the gap between theory and practice to provide frameworks and models that will improve these young men’s educational outcomes throughout their educational journeys.A compelling feature of the book is that that it does not treat Black males as homogeneous, but recognizes the diversity that exists among Black males in various educational settings. It demonstrates the need to recognize students’ intersectionalities and individual characteristics as an essential preliminary to developing practices to improve outcomes at every educational stage.Throughout, the contributing authors also focus on the strategies and experiences of Black males who achieve academic excellence, examining growth-producing and asset-based practices that can be sustained, and that build upon the recognition that these males have agency and possess qualities such as resilience that are essential to their learning and development. The frameworks and models that conclude each chapter are equally commendable to K–12 educators and administrators; higher education faculty, student affairs practitioners, and administrators; and policymakers, for whom templates are provided for rectifying the continuing inequities of our educational system.
Download or read book Black Men in Higher Education written by J. Luke Wood and published by Routledge. This book was released on 2014-11-13 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black Men in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of Black male students in colleges and universities. In this comprehensive but manageable text, leading researchers J. Luke Wood and Robert T. Palmer highlight the current status of Black men in higher education and review relevant research literature and theory on their experiences in various postsecondary education contexts. The authors also provide and contextualize innovative, actionable strategies and solutions to help institutions increase the participation and success of Black male college students. The most recent addition to the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve Black men in higher education.
Download or read book Overcoming Adversity written by Jerrel Wade and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite increased numbers of African American male students pursuing higher education, their academic levels of achievement continue to lag behind other ethnic and gender groups (NCES, 2003). The gap is even greater at the community college, where dropout and failure rates double those seen among African American males at the four year institutions (U.S. Department of Education, 2004/2009). The purpose of this qualitative study was to help better understand the experience of the African American male community college student and assess the academic, psychological, and social factors that contribute to their success. The goal of this study was not to simply evaluate factors that lead to student success, but to more carefully understand how students make sense of their successes and failures. Using Mason’s (1998) model of African American male urban community college persistence as a conceptual framework, this case study observed the interactions of a group of approximately 21 African American male students during their meetings as part of minority-male initiative program over the course of an entire semester. To gain further insight on the topics and challenges addressed in these group meetings, three students in the program were interviewed at multiple points throughout the semester to provide more detailed accounts of their educational experiences. By following these students closely for an entire academic semester, a holistic view of all factors that aided or handicapped these students’ success was recorded. Results from the study found that factors the students’ cited as most relevant to their success were participation in a mentoring program, peer support, and faculty and academic advisors. Participants cited class completion, pre-college preparation and guidance, and a lack of confidence in their own academic abilities as the major hindrances to their success. The data also revealed that stereotype threat and family involvement could exert either a positive or negative impact on their college experience. Based on these findings, several of the key recommendations for community colleges focus on increasing African American males’ utilization of campus resources and services earlier in their college career. Most students in this study reported that the support services provided by the college were sufficient and helpful. However, students failed to utilize many of these services until after being enrolled for several semesters, which appeared to have a negative impact on their academic success. Findings from this study also suggest the structure of retention programs for African American males should include more one-on-one mentoring sessions. Several students were uncomfortable expressing their individual struggles in a group environment, so it is important for these programs to put efforts in place to create a strong mentor-mentee relationship that encourages individual attention. Collectively, these efforts could help increase the number of African American males that earn a credential or successfully transfer from the community college.
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 Black American Males in Higher Education written by Henry T. Frierson and published by Emerald Group Publishing. This book was released on 2009-12-04 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Part of the "Emerald's Diversity in Higher Education" series, this volume presents discussions related to reports on research and theoretical views pertaining to Black males in higher education. It also includes discussions of intervention programs within or associated with institutions of higher education.
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 Phenomenology written by and published by . This book was released on 2011 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the qualitative study was to explore the academic and social experiences of African American male students in an urban community college. This qualitative study utilized the phenomenology tradition as a model to provide insight into the academic and social practices that promote participation and success among African American male students in an urban community college. The primary research question that guided this study was: "What are the experiences of African American men enrolled at an urban community college?" Additionally, the following related subquestions were explored: 1. How does academic involvement help student learning and persistence for African American male students at an urban community college? 2. How does social involvement help student learning and persistence for African American male students at an urban community college? 3. What learning activities are most meaningful in college experiences of African American male students at an urban community college? 4. How do African American men perceive their in-class and out-of-class experiences at an urban community college? 5. What institutional factors facilitate and serve as barriers to academic success for African American men? The theories that were used to guide this study were Rendón's theory of validation and Steele and Aronson's theory of stereotype threat. The sample was comprised of 10 African American males varying in age and experience. The data were triangulated through multiple methods, including a recorded interview with each participant and a focus group interview. Participants were selected purposefully to ensure a participant pool comprised of individuals who would potentially have the most insight into the research questions and examined phenomenon. The analysis process resulted in the identification of five thematic categories that captured the essence of the participants' shared experiences. The categories are: (a) barriers to academic achievement; (b) strategies to ensure success; (c) pedagogy of engagement; (d) deconstructing stereotypes; and (e) diversity and supportive learning environments. The participants identified several challenges that impeded their participation and degree attainment in postsecondary education. However, support offered by programs, counselors, and mentoring in college played a crucial role in reversing the negative effect caused by the challenges they experienced. Moreover, positive interactions with faculty members helped participants build confidence in their academic ability, thus participants began to see themselves as capable learners. Furthermore, pedagogical practices that engaged the men as active participants in the learning process, and allowed them to make connections to their life experiences, inspired deeper learning among participants. Clear directions and constant feedback also emerged as practices that enabled participants to achieve success in their classes. Although participants reported positive social and academic experiences in postsecondary education, negative stereotyping experienced in primary and secondary education influenced their disposition toward learning, confidence in their ability to learn, and educational aspirations. Through the research, negative stereotyping during their early schooling years appeared to have a precipitous affect on their participation and attainment at the postsecondary level. However, diversity and supportive learning environment on the college campus emerged as significant factors that promoted academic and social involvement for the African American men in this study. Thus, the qualitative findings from this study contribute to broadening the discourse and informing the field of education of the perspectives and challenges facing African American men who attend community college.
Download or read book Overcoming Challenges and Creating Opportunity for African American Male Students written by Butcher, Jennifer T. and published by IGI Global. This book was released on 2018-11-09 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: This title is an IGI Global Core Reference for 2019 as it provides solution-oriented approaches to confronting, confirming, and mitigating perpetual disparities within the educational system. Containing research from researchers across the U.S., this publication covers comprehensive research on access to education, racial battle fatigue, and mentoring programs. Overcoming Challenges and Creating Opportunity for African American Male Students is an essential reference source that supports the development of more widespread solution-oriented approaches to confronting, confirming, and mitigating any perpetual disparities that may exist among these students. Featuring research on topics such as access to education, racial battle fatigue, and mentoring programs, this book is ideally designed for administrators, policymakers, educators, scholars, researchers, students, and academicians seeking coverage on the many factors that influence African American male success in various educational contexts.
Download or read book Advancing Black Male Student Success from Preschool Through Ph D written by Shaun R. Harper and published by Stylus Publishing (VA). This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advancing Black Male Student Success From Preschool Through Ph. D. pushes against hopeless notions of Black male student achievement. This book presents a comprehensive portrait of Black male students at every stage in the U.S. education system, from preschool through doctoral degree attainment. Each chapter is a synthesis of existing research on experiences, educational outcomes, and persistent inequities at a particular pipeline point and concludes with forward-thinking recommendations for education policy and practice. In addition to Harper and Wood, the authorship cast includes several scholars who are among the most respected experts on Black boys and men in education.
Download or read book The Color of Success 2 0 written by Gilberto Q. Conchas and published by Teachers College Press. This book was released on 2024 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first edition of The Color of Success was a groundbreaking, asset-based exploration of the educational trajectories of high-achieving, low-income students within urban schools. The author brings his now seminal book up to date with insights based on existing and new research, current policies, and innovative pedagogical approaches. Conchas utilizes a critical lens to examine the intersectional identities of racially minoritized students, the role of existing power hierarchies within schools, and offers specific structural approaches that create educational opportunity. The Color of Success 2.0 amplifies student voice; explores school, family, and community partnerships; promotes culturally relevant pedagogy and teacher preparation; includes a new chapter on Black male optimism after the historic election of President Barack Obama; and offers a thought-provoking additional chapter on the role of educational leaders in promoting successful school pathways; plus, a thoroughly revised quantitative chapter on social capital. With a sense of urgency, readers will gain vital insights for understanding what is needed to create, promote, and expand equitable school environments and transformative pathways for racially minoritized urban youth. “This updated edition of The Color of Success is a timely and practical resource for practitioners and researchers alike. . . . Conchas’s work, once again, confirms that positive reforms are possible. Anyone who shares a commitment to social justice in education will find compelling and valuable insights.” —From the Foreword by Cynthia Feliciano, professor, Washington University in St. Louis
Download or read book College Students Sense of Belonging written by Terrell L. Strayhorn and published by Routledge. This book was released on 2012-12-12 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Belonging – with peers, in the classroom, or on campus – is a crucial part of the college experience. It can affect a student’s degree of academic achievement, or even whether they stay in school. Although much is known about the causes and impact of sense of belonging in students, little is known about how belonging differs based on students’ social identities, such as race, gender, or sexual orientation, or the conditions they encounter on campus. College Students’ Sense of Belonging addresses these student sub-populations and campus environments. It offers readers practical guidelines, underpinned by theory and research, for helping students belong and thrive. Sense of belonging can come from peers, teachers or faculty, family members, social and academic groups, and living and learning environments. The book offers: a review and critique of current literature on sense of belonging in light of new and emerging theory a new conceptual model of belonging which helps the reader expand an understanding of sense of belonging new and recent research findings from quantitative, qualitative, and mixed methods studies conducted by the author practical recommendations for improving educational environments, practices, policies, and programs to facilitate students’ sense of belonging on campus.
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 Persisting to Graduation written by Stanley Dawayne Kirkman and published by . This book was released on 2018 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although African-American males are enrolling in community colleges, their graduation rates are alarmingly low and there is a dearth of research about why this is the case. "Despite the high number of African American students enrolled in two-year institutions," argued Bush and Bush (2010), "there is a pronounced scarcity of educational literature and research about the community college system in general and African American students specifically" (p. 40). Harris and Wood (2013) also gave credence to the fact that it was not until after 2010 that scholars began researching men of color at community colleges. The purpose of this study, therefore, was to document and better understand the college-going experience of degree-seeking, first-generation, African-American males at an urban community college in the Midwest so that future African-American male students can be better supported in their quest for a higher education. Harper (2014) asked researchers to stop mischaracterizing young men of color and offer more than a one-sided narrative. This study aims to achieve that and also includes topics overlooked in the research: distinctive interventions for community colleges, personal reasons students drop out, the challenge of balancing academic and social pressures, and the need for qualitative research regarding the experiences of African-American males. In this study, major findings from 15 semi-structured interviews, demographic questionnaires, and support network diagrams are examined through an anti-deficit framing lens. Several themes emerged from the analysis process. Four of the major themes describe what contributes to associate degree completion for African-American males: importance of family and mentors, significance of believing in success, impact of community support, and influence of faculty connections. Four of the major themes are categorized as challenges to degree completion for African-American males. These are: complexities of being a first generation student, questioning the value of higher education, difficulties of college, and facing the reality of racism. Themes that emerged from this research indicate the ways faculty, student services professionals, and fellow students can best support African-American male students. This study also suggests that if community colleges truly want to see an increase in the number of African-American males graduating, there will need to be a college-wide strategy and implementation behind any social mobility objectives--not just words but action is needed. One participant offered a charge to readers that should persist beyond this dissertation regarding how instructors, staff, and students can best support African-American males at a community college: Just educate [yourself] about our experiences. Like you're doing. Talk to us, learn, see what they went through, see the challenges they went through to get where they are now, and what possible challenges they might face in the future.
Download or read book An Exploration of African American Male Community College Students Experiences Concerning Their Successful Postsecondary Enrollment written by Robin Dabney and published by . This book was released on 2012 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite increased numbers of African American male students in higher education, their academic achievement levels continue to be at disproportionate numbers compared to other ethnic groups and genders (U.S. Census Bureau, 2005). The purpose of this phenomenological study is to explore lived experiences of African American male community college students concerning factors hindering their academic progress and to understand perceptions of factors that influence their academic achievement in higher education. The current study identifies pertinent factors that will assist African American males to become successful in their postsecondary experiences. Findings from this study provide insights into predictors that may lead to academic achievement for African American male students. Phenomenological hermeneutic analysis was used to explore lived experiences of African American community college students. Six African American male students attending a community college in Virginia were interviewed. A semi-structured interview protocol approach was used to establish dialogue between the participants and the researcher. The interview questions were designed based on the literature review. The results illustrate how African American male students are able to overcome obstacles to ascertain academic success regardless of their race and postsecondary challenges.
