Browsing by Subject "African American students"
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Item Aspects Of The Student Engagement Of African American Men In Community College(2012) Romney, Paulette Billingsley; Prime, Glenda M.; Education Administration and Supervision; Doctor of PhilosophyHigh attrition rates of African American college students' is a continuing concern of higher education administrators. This is particularly true of African American men attending community college. African American men consistently experience low levels of scholastic achievement as a result of entering college underprepared, with academic deficits that require institutional support (Cuyjet, 2006). Without programs designed to promote their success and retention, graduation rates of African American men will remain lower than those of their college peers. Student engagement, as promoted by The Center for Student Engagement at the University of Texas at Austin, has become a national catalyst for the establishment of programs geared toward enhancing the retention and academic achievement of all community college students. Using secondary data extracted from the 2010 Cohort of the Community College Survey of Student Engagement, this quantitative study explored differences in the active and collaborative learning, student effort, and student-faculty interaction facets of student engagement among African American male community college students. The current study examined African American male college persistence from an anti-deficit perspective (Harper, 2012). T-test analysis was used to explore the impact of family background, students' experiences, and social integration as measured by the education levels of parents, use of college services, and the support of family and friends on student engagement. Findings suggest parents' college education level had no significant bearing on student engagement for the studied population. Student use of academic advising, career counseling, tutoring services, computer labs, and their participation in student organizations were found to promote student engagement. Additionally, study results determined that having the support of friends and family was a contributing factor in the student engagement of African American men attending community college.Item Culture Matters! African American Students: White Community College Teachers: A Case Study Of Cultural Differences And Their Consequences(2017) Erskine Meusa, Denise; Welsh, Benjamin H.; Community College Leadership Program; Doctor of EducationThe purpose of this qualitative study was to examine African American student pedagogical experiences in classrooms with White teachers at a community college in the Mid-Atlantic region of the United States. The intent of the study was two-fold: (a) to search for evidence of how culture shapes African American students' view of themselves, and (b) to explore how African American student pedagogical experiences with White teachers shape their attitude about school. This study focused on the experiences of six community college African American students' classroom experiences with White teachers. Erskine-Meusa's (2016) Continuum of Pedagogical Experiences and Cross' Negriscence Identity Model (1991) served as the conceptual framework for conducting this investigation. The researcher was the main research instrument for this narrative case study. The results of this study revealed that many of the White teachers experienced by the research participants demonstrated some aspect of colorblindness in their pedagogical practices. The results also found that the African American community college students in this study valued the use of culturally responsive pedagogy in the classroom. The practice of using culture and being a caring teacher enhanced the learning experiences of the African American students in this study. Finally, the study revealed that the African American students who were at the internalization stage of the CNIM tended to be more vulnerable to school wounds.Item The Effects of Restorative Practices on African American Males(2020-05-11) LaVoy, Rachael; Vickery, James; Masters of EducationThe purpose of this study was to determine if building positive relationships and implementing restorative practices would increase academic success in African American males. The measurement tool used was quarterly assessment scores for Language Arts. This study used a quasi-experimental design to determine if restorative practices increased academic achievement. The researcher analyzed the data in a t chart. According to the results of the study, the difference of the major was lower in school year 19-20 than 18-19, but the difference was not significant. Therefore, this study shows that the implementation of restorative practices and building positive relationships does not significantly increase student achievement. Research in this area should continue because these test results had many threats to the validity and there is very little information available about how restorative practices and positive relationships impact student learning.Item Is the disparity in disciplinary school policies contributing to juvenile DMC?: a study of the Baltimore County School system(2012) Davis, Alicia Johnson; Pfeifer, Heather; University of Baltimore.School of Criminal Justice; University of Baltimore. Master of Science in Criminal JusticeThe present research examines whether Baltimore County Public Schools [BCPS] are disproportionately disciplining African American students through both in-school and out-of-school suspensions. This study utilizes data from Maryland State Department of Education Division of Accountability and Assessment for the academic school year 2008-2009, which is considered public record. Units of analyses include 172 schools within the Baltimore County Public School System, consisting of 105 elementary schools; 27 middle schools; 21 high schools and 19 non-traditional schools. The student population as a whole is very diverse in terms of race and ethnicity. Forty percent of BCPS total population is African American and approximately 49% is White. A quantitative research method of analysis was used to determine the relationship between the dependent variable, suspensions; and the independent variables, % of African American students, student gender and student performance. Results of chi-square analyses show that African American students are suspended at a significantly greater rate than their proportion of the student population in nearly all school types.Item The Relationship Between Ideal Mentoring And Selected Characteristics Of African American Social Work Doctoral Students(2013) Jones, Kenya Chappelle; Wells-Wilbon, Rhonda D.; Social Work; Doctor of PhilosophyThe purpose of this study was to examine African American social work doctoral students' mentoring values and to determine if these values were associated with socio-demographic, academic, and institutional characteristics. Socio-demographic characteristics of their primary mentor and mentoring relationships were also examined. With a growing number of social work faculty retiring, an increase in student enrollment, the projected need for more social workers and therefore social work educators, there is a mounting concern for the future of academia and how to develop more doctoral students with better doctoral experiences. Questions from the Dixon-Reeves Mentoring Study (2001) were used to collect data on the socio-demographic, academic, institutional, and mentor characteristics, along with descriptions of mentoring relationships. The Guidance, Integrity, and Relationship subscales of the Ideal Mentor Scale (IMS) developed by Rose (2003) were used to assess values that students placed on each subscale. Three research hypotheses were considered. The first was that selected characteristics of the student and the mentor would be associated. The second hypothesis was that there would be significant variations in how doctoral students rate the subscales of the IMS with respect to (a) socio-demographic characteristics, (b) academic characteristics, (c) institutional characteristics of the student/graduate and (d) their primary mentor, separately and jointly where appropriate. The third hypothesis was that students would rate the subscales differently. Analysis of Variance (ANOVA), t tests, and multiple regressions were used to analyze data that were obtained from a web-based survey. With respect to demographics, significant variations in ratings were found for age group, gender, and marital status. Values also varied by academic and institutional characteristics, for example historically Black colleges and institutions (HBCU) affiliation. Finally, students valued the Relationship subscale less than the other two subscales. According to Rose, this scale was related to "personal" relationships, concerns, and interactions at social activities. Students rated the Guidance (practical academic assistance) and Integrity (virtue and principled actions of a role model) subscales higher but similarly (Rose, 2003). Information gleaned from this study may be used as a training tool that will improve educational and mentoring experiences, which will ultimately lead to more advanced students in social work, in particular African Americans.Item Understanding The Success And Failure Of African American First Time Developmental Mathematics Students: A Racialized Prespective(2016) Franklin, Barbara; Johnson, Whitney P.; Advanced Studies, Leadership, and Policy; Doctor of EducationIt is well documented that many students who enroll in college are unprepared for the academic rigors of college work, especially students who enroll in community colleges. Students who enter community colleges underprepared in mathematics are required to take developmental mathematics (DVM), and DVM completion statistics are gloomy nationwide. Many of these students are minorities, particularly African Americans, whose dream of a college degree is “a dream deferred” (Hughes, 1951). This study examined the success and failure of African American first time DVM students from a critical social theory perspective. Critical race theory was used as a lens to examine the DVM setting as a racialized form of experience that informs African American students' racialized and mathematics identities and influences success and failure for these students. This qualitative study used classroom observations and student and faculty interviews as examination tools. The results of this study revealed that racial boundaries were prominent in these students' mathematics experiences and have challenged how they see themselves in regard to learners and doers of mathematics. The findings suggest that the student participants in this study were aware of and often challenged by stereotypes relative to being African American or regarding mathematics education. However, they demonstrated their desire to “break the stereotype” by redefining mathematical success for themselves. These students created and adhered to definitions of success that allowed them to see themselves as making progress, confirming their ability to participate and engage in mathematical contexts.