Relationships among Student Goals, Effort, and Engagement for Community College Minority Males

Autor/in	Johnson, Ernest, Jr.
Titel	Relationships among Student Goals, Effort, and Engagement for Community College Minority Males
Quelle	(2021), (172 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Morgan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8361-6
Schlagwörter	Hochschulschrift; Dissertation; Goal Orientation; Learner Engagement; Community Colleges; Two Year College Students; Males; Student Motivation; African American Students; Hispanic American Students; Student Surveys; Community College Survey of Student Engagement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zielorientierung; Zielvorstellung; Community college; Community College; Male; Männliches Geschlecht; Schulische Motivation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülerbefragung
Abstract	Community colleges support the needs of higher education for students with diverse backgrounds, goals, and outcomes. Historically, students who have been denied access to four-year colleges were granted access to community colleges. Academic success for men of color, particularly African American and Hispanic males, remains the lowest of all community college students. White students earn degrees at a considerably higher rate than both African American and Hispanic students. Moreover, African American and Hispanic female students have surpassed male students with attaining degrees since the mid-1990s. Using two datasets from the Community College Survey of Student Engagement, the researcher explored the relationship among student goals, student effort, and student engagement for African American and Hispanic males attending community colleges. Kuh's theory of student engagement provided the theoretical model for this study. Two datasets were compared from the Community College Survey of Student Engagement, one from 2012, 2013, and 2014 (Cohort 14), and another from 2017, 2018, 2019 (Cohort 19). The pertinent findings of this study were that African American and Hispanic male students who had goals of obtaining an associate degree, relative to those who did not have goals of obtaining an associate degree, were more likely to return for the second year. In addition, a noteworthy finding in this study is that for Cohort 19 respondents with the goal of obtaining an associate degree, the relationship between student goals and student engagement was not significant. The findings of this study mirrored the current literature that minority males are engaged; however, the current literature shows they are not making progress towards earning an academic credential. [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	2024/1/01