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Author: Julius Saba Munyantwali Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Since the late 1960s, the enrollment of African American students in higher education has steadily increased. Furthermore, the community college system and specifically the California community college system has seen the highest rise in the enrollment of African American students. Despite the rise in their numbers, African American male students who have relied on the California community college system as a conduit to a better life continue to have the lowest academic achievement outcomes and are the most likely to leave college. Although research shows that the persistence and academic achievement of college students is linked to the interactions they have with faculty and their peers, little is known about whether these relationships are also connected to the academic achievement of African American males attending California community colleges, nor is it understood how psychosocial factors influence the achievement. This dissertation built on a study conducted by Reid (2007) in which Tinto's institutional integration theory (e.g., Tinto, 1993) was extended by assertion that African American males who are academically successful (and not just persistent) are also well integrated in the academic and social milieu of their college campuses. Reid's study also hypothesized that their level of institutional integration which influenced their academic achievement was linked to their racial identity attitudes and self-efficacy beliefs. The study employed a qualitative phenomenological approach in which twelve African American male students, who were recruited from one Southern California community college, were interviewed to learn about their educational experiences and perceptions. The goal of the study was to provide a voice to this student subgroup which continues to under-perform academically. The findings of the study highlight the importance of race, faculty connections and intrinsic motivation factors in reaching academic goals. The study provides recommendations, based on the findings, for educators, administrators and other community college stakeholders to better assist African American males attending community colleges in California to attain their educational goals.
Author: Julius Saba Munyantwali Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Since the late 1960s, the enrollment of African American students in higher education has steadily increased. Furthermore, the community college system and specifically the California community college system has seen the highest rise in the enrollment of African American students. Despite the rise in their numbers, African American male students who have relied on the California community college system as a conduit to a better life continue to have the lowest academic achievement outcomes and are the most likely to leave college. Although research shows that the persistence and academic achievement of college students is linked to the interactions they have with faculty and their peers, little is known about whether these relationships are also connected to the academic achievement of African American males attending California community colleges, nor is it understood how psychosocial factors influence the achievement. This dissertation built on a study conducted by Reid (2007) in which Tinto's institutional integration theory (e.g., Tinto, 1993) was extended by assertion that African American males who are academically successful (and not just persistent) are also well integrated in the academic and social milieu of their college campuses. Reid's study also hypothesized that their level of institutional integration which influenced their academic achievement was linked to their racial identity attitudes and self-efficacy beliefs. The study employed a qualitative phenomenological approach in which twelve African American male students, who were recruited from one Southern California community college, were interviewed to learn about their educational experiences and perceptions. The goal of the study was to provide a voice to this student subgroup which continues to under-perform academically. The findings of the study highlight the importance of race, faculty connections and intrinsic motivation factors in reaching academic goals. The study provides recommendations, based on the findings, for educators, administrators and other community college stakeholders to better assist African American males attending community colleges in California to attain their educational goals.
Author: Karl W. Reid Publisher: ISBN: Category : African American college students Languages : en Pages : 294
Book Description
High achieving African American males report a heightened sense of self-efficacy, with this motivational belief having the strongest effect on achievement among all the factors considered. In addition, the most confident and successful students also reported being satisfied with their opportunities to interact with faculty. A two-way interaction exists between measures of institutional integration and certain racial identity attitudes. Black males with higher GPAs in college also report higher levels of faculty and peer integration, though the relationship is moderated by certain racial identity attitudes. These results suggest that predominantly White research universities can improve the outcomes of Black male undergraduates by facilitating opportunities for them to meet and interact with faculty and by developing their academic self-efficacy and racial identity beliefs. The dissertation subsequently introduces a multidimensional achievement model for African American males and applies this model to explain why certain university programs are successful. It ends by suggesting specific ways universities can foster the achievement of African American male undergraduates.
Author: Robert T. Palmer Publisher: John Wiley & Sons ISBN: 1118941667 Category : Education Languages : en Pages : 121
Book Description
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.
Author: Terrell L. Strayhorn Publisher: Taylor & Francis ISBN: 1000980146 Category : Education Languages : en Pages : 208
Book Description
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.
Author: Venus Hewing Publisher: ISBN: 9781267070524 Category : Languages : en Pages : 189
Book Description
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.].
Author: J. Luke Wood Publisher: Routledge ISBN: 1134699255 Category : Education Languages : en Pages : 190
Book Description
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.
Author: Ted N. Ingram Publisher: IAP ISBN: 1641132299 Category : Education Languages : en Pages : 274
Book Description
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.
Author: Ronald A. Williams Publisher: Taylor & Francis ISBN: 1000979644 Category : Education Languages : en Pages : 149
Book Description
Given the continued plight of men of color in college after a decade of ineffective interventions focused more on “fixing the student” than on addressing the social, structural and institutional forces that undermine his academic achievement, this book is intended as a catalyst to change the direction of the dialogue, by providing a new theoretical framework and strength-based models for developing strategies for success.This book brings together five of today’s leading scholars concerned with the condition of males of color in higher education – LeManuel Bitsóí, Edmund T. Gordon, Shaun Harper, Victor Sáenz and Robert Teranishi, who collaborated closely through of a series of conversations convened by the College Board to diagnose the common factors impeding the success of under-represented males and to identify the particular barriers and cultural issues pertaining to the racial and ethnic groups they examine.This cohesive volume starts with the recognition that understanding males' disengagement from the classroom requires determining what it means to be a male in a non-dominant group in today’s society. The authors use the methods of feminist theory to uncover the impact of dominant paradigms of White, middle-class, heteronormative masculinity on men of color in general, to define what comprises masculinity for various groups, subgroups and individuals, and to lay bare the social and institutional forces that perpetuate constructions of masculinity that negatively impact men of color. They demonstrate that researchers and practitioners alike must pay more careful attention to within-group diversity as they study college men of color and create initiatives that respond to their varied needs. They establish the need for men of color campus initiatives to be mindful of the masculinities with which students enter college, as well as how they develop, negotiate and perform their gender identities on campus; the vital importance, in developing programs and interventions, of addressing the sociological undercurrents of men’s bad behaviors and poor help-seeking tendencies; and for providing opportunities for men to engage in critical individual and collective reflection on how they have been socialized to think of themselves as men.This book advances the critical priorities of increasing enrollments and completion rates among college men of color, and of graduating well-developed men with strong, conflict-free gender identities. For practitioners who work with these populations, it offers insights and signposts to create successful programs; for researchers it offers a set of new directions for analysis; and for policymakers, new ways of thinking about how policy and funding mechanisms ought to be reconsidered to be more effective in responding this issue.
Author: Henry T. Frierson Publisher: Emerald Group Publishing ISBN: 1849506442 Category : Education Languages : en Pages : 374
Book Description
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.
Author: Fred A. Bonner II Publisher: Taylor & Francis ISBN: 1000978656 Category : Education Languages : en Pages : 173
Book Description
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.
Author: Julius Saba Munyantwali
Author: Julius Saba Munyantwali
Author: Karl W. Reid
Author: Robert T. Palmer
Author: Terrell L. Strayhorn
Author: Venus Hewing
Author: J. Luke Wood
Author: Ted N. Ingram
Author: Ronald A. Williams
Author: Henry T. Frierson
Author: Fred A. Bonner II