Browsing eScholarship@Morgan by Subject "Academic achievement"
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ItemAcademic Success of African American Men in African American Male-Based Achievement Programs at Five Maryland Community Colleges(2018) Pryor Jr, Herman I; Gillett-Karam, Rosemary; Advanced Studies, Leadership, and Policy; Doctor of EducationThis quantitative study employed a correlational design to examine the relationship between socio-ecological factors and academic success experienced by African American men who participate in African American male-based achievement programs at five Maryland community colleges. The Socio-Ecological Outcomes (SEO) model developed by Harris and Wood (2014b) was used as the theoretical framework to explain the success outcomes for African American men, capturing interactions among domains within the Community College Survey of Men (CCSM©). For this research, three of the four domains (non-cognitive, academic, and campus ethos) within the CCSM© were examined and 13 subscales found across the domains (self-efficacy, action control, degree utility, help seeking, breadwinner, racial affinity, student-faculty interaction, academic service use, sense of belonging, perceptions of care, connectivity, validation, and social integration) were examined as independent variables. Academic success was measured using participants’ self-reported current college GPA as dependent variable. Descriptive statistics and inferential statistics (correlation and multinomial logistic regression analyses) were used to determine relationships between variables and their impact on academic success. Help-seeking, breadwinner, and validation were omitted because of low reliability yields. Several major findings were highlighted in this study. A weak but significantly positive correlation was found between action control and GPA. Multinomial logistic regression also revealed that action control was a significant predictor of African American students having a GPA of 3.5 to 4.0 versus those with a GPA of 2.5 to 2.9. Although correlations were found between the four factors within the campus domain, a multinomial logistic regression conducted revealed that social integration, perception of care, and connectivity were statistically significant predictors of GPA. This study has contributed to the body of literature regarding the success of African American men attending Maryland community colleges. ItemAchievement Patterns Of Students In An Elite, Male Independent School(2009) Trusty, Edward Maurice; Gillett-Karam, Rosemary; Education and Urban Studies; Doctor of EducationThere is an underlying assumption that regardless of student ethnicity, socio-economic status, or any other variable, elite, independent schools by mission and design are effective at producing successful students. This would cause some to conclude that all students enrolled in elite, independent schools perform similarly on all academic measures. The purpose of this study was to determine whether achievement differences exist in one elite, independent school. The researcher gathered data from all tenth (n=98) and eleventh grade (n=107) students enrolled in an elite, male independent school and compared their academic achievement on select variables. Using previous studies as a framework and building upon them, the researcher selected the following seven independent variables: (a) family type, (b) ethnicity, (c) financial aid status, (d) grade entered, (e) year entered, (f) travel time, and (g) the number of varsity letters earned. Grade Point Average, class rank, and performance on the Scholastic Aptitude Test (SAT) subtests were the select dependent variables. Using a Stepwise Multiple Linear Regression model for the inferential statistical analysis, the results from the statistical analyses showed that: (a) Students who received financial aid scored lower on all academic achievement variables; (b) Students who earned more varsity letters scored less successfully on academic achievement variables; and (c) Students who enrolled in later years experienced higher academic achievement. Contrary to research in the public arena, ethnicity was not a statistically significant predictor of student academic achievement. Neither family type (whether parents were married or unmarried) nor travel time significantly predicted student academic achievement either. Many institutions primarily define diversity by ethnic or racial composition. In elite, independent schools, diversity is often mislabeled and misinterpreted. Many elite, independent schools would conclude that a certain ethnic group represents their largest minority subgroup; when, in fact, students and families who receive any financial aid represent the single largest cultural minority group in elite, independent schools. ItemAn Exploratory Study Of Aspirational Factors Associated With Postsecondary Academic Achievement In Urban Lowsocioeconomic Status African American And Hispanic Males(2011) Reese-Smith, Linda Elizabeth; McPhatter, Anna R.; Social Work; Doctor of PhilosophyDespite the underrepresentation of urban, low socioeconomic status African American and Hispanic males in postsecondary education nationwide, few studies have systematically studied those who have overcome the odds and attained a bachelor¡¯s degree or more. The near absence of research in this area has rendered it more difficult for social workers, educators and other social scientists to develop practice strategies and policies to address the underrepresentation of this group in postsecondary education as well as help address a host of significant social problems they are likely to experience. Using Bertalanffys¡¯ general systems theory (GST) as a conceptual foundation, this study explored the relationship between: (a) socioeconomic status (SES), (b) race/ethnicity, (c) student aspirations, (d) perceived parent aspirations, and (e) perceived peer aspirations and postsecondary academic achievement on a subsample of urban, low socioeconomic status African American and Hispanic male eighth grade students. The subsample of urban, low socioeconomic status African American and Hispanic males for this study was drawn from the National Education Longitudinal Study (NELS: 88/00) which surveyed 24,599 male and female student participants in the base year. The findings related to degree completion indicated that there was a statistically significant association between socioeconomic status (p<.05), race (p<.05), student aspirations (p¡Ü.05), perceived parental aspirations (p<.05), perceived peer aspirations (p<.05) and later academic achievement. The logistic regression findings suggested that the predictor variables of SES, race/ethnicity, and student aspirations could correctly predict the category of outcome of later academic achievement. The study supports the need for further research to develop evidence based practice strategies and policies that place more emphasis on increasing the aspirations of urban, low socioeconomic status, African American and Hispanic males as a strategy to increase degree completion rates from high school and postsecondary education and assist in navigating around significant social problems. ItemAspects 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. ItemThe Impact Of Trauma On The Academic Performance Of African American Students At A Public Historically Black College(2015) Walker, Larry J.; McKay, Sylvester E.; Advanced Studies, Leadership, and Policy; Doctor of EducationExperiencing a singular or continuous traumatic event can have a long-term impact on the socio-emotional development and academic performance of students from at-risk communities. There is a dearth of research, which examines how traumatic events affect African American students who attend Historically Black Colleges and Universities (HBCUs). African Americans are more likely to experience a traumatic event in comparison to other subgroups including Asians, Hispanics, and Whites. The intent of this quantitative research study was to determine whether there is a correlation between trauma exposure rates and academic performance for sample of undergraduate students who attend a public HBCU. The Trauma History Questionnaire (THQ) measured exposure to trauma, frequency of the exposure, and age of exposure. Academic performance was measured by students' self-reported cumulative grade point averages. A total of 2,000 undergraduate students were randomly selected for participation in this study. Approximately 227 African American undergraduate students participated in the study. The findings suggested that: (a) participants were exposed to a variety of traumas, with exposure to death and natural disasters being the most prevalent; (b) there is no relationship between the six measures of trauma and college grade point average; and (c) none of the six measures of trauma were predictive of college grade point average. The study includes recommendations for HBCU administrators, faculty, and counseling centers.