The Academic Success of African American Males at a Maryland Community College

Autor/in	Bratton, Joel, Jr.
Titel	The Academic Success of African American Males at a Maryland Community College
Quelle	(2017), (113 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Morgan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-0159-6
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; African American Students; Community Colleges; Two Year College Students; Males; Qualitative Research; Focus Groups; Academic Advising; Mentors; Student Attitudes; Interviews; School Counselors; Interaction; Racial Identification; African American Culture; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Community college; Community College; Male; Männliches Geschlecht; Qualitative Forschung; Akademischer Rat; Schülerverhalten; Interviewing; Interviewtechnik; School counselor; Beratungslehrer; Pädagogischer Berater; Interaktion
Abstract	The purpose of this qualitative study is to examine the perceptions of African American males participating in one 4A program at a Mid-Atlantic community college. Twenty African American males along with six staff members were selected to participate in the study. The study used focus group interviews to investigate students' interactions with academic advisors and counselors and the impact of those interactions on students' academic success. The study also questioned the influence of mentors who worked directly with the students. The nigrescence theory of evolving cultural identity is the framework upon which this study was built as it emphasizes the role and impact of cultural identity as a driver for successful academic performance (Cross, 1991). The results of the study revealed that these African American males had positive perceptions of their experiences in the program and their interactions with mentors, advisors, and counselors. Each focus group described 4A services as helpful and supportive. Though the participants perceived their mentors as helpful, they did not described the mentoring role as essential to their academic success. Recommendations are made for the creation of similar African American male programs designed to improve retention and graduation rates in concert with institutional policy changes. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01