The Engagement And Satisfaction Of Adult African Americans At Historically Black College And Universities And Adult Hispanic Americans At Hispanic Serving Institutions
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Type of WorkText
ProgramDoctor of Philosophy
RightsThis item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.
SubjectsUniversities and colleges
African American universities and colleges
Fewer adult African and Hispanic Americans have college degrees than others. Education continues to provide links to employment and consequent economic stability. Minority Serving Institutions including HBCUs and HSIs successfully educate under-represented minorities and close educational shortcomings. Adult and post-traditional undergraduates remain under-researched and unseen on campuses though their numbers increase. The NSSE was constructed to measure Engagement and Satisfaction. This study evaluated the 2008 NSSE across participating HBCUs and HSIs for adult African and Hispanic Americans using the NSSE benchmarks and the scalelets developed by Pike (2006). Structural equation modeling (SEM) was used to determine similarities between the groups, and model fit was assessed by use of the chi square statistic, its probability, and the CFI. Three benchmarks and a general Engagement model were determined to have good to very good fit for both groups: Active and Collaborative Learning, Supportive Campus Environment, Student and Faculty Interaction and an Engagement by benchmarks model. Logistic regression was used to determine differences across the two groups. Predictors for Engagement and Satisfaction included many similarities and few differences with three scalelets as consistent for both constructs and groups. The quality of relationships with students, faculty, and the administration; the extent that the institution emphasizes providing academic support, social support, and support with non-academic responsibilities; and finally the extent that the institution contributed to increasing skills of writing, speaking, thinking, and gaining a broad education. Results support adult education and minority population literature highlighting relationships, support, and practical skills.