Factors That Contribute to the Completion of Programs of Study at Arkansas Institutions of Higher Education for African American Males

Autor/in	Petty, Barrett Wade McCoy
Titel	Factors That Contribute to the Completion of Programs of Study at Arkansas Institutions of Higher Education for African American Males
Quelle	(2015), (83 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Central Arkansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-6734-4
Schlagwörter	Hochschulschrift; Dissertation; Males; African American Students; College Students; Regression (Statistics); Grade Point Average; High School Students; Scores; College Entrance Examinations; Socioeconomic Status; Suspension; School Size; Institutional Characteristics; Costs; Graduation; White Students; Racial Differences; Arkansas; ACT Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Regression; Regressionsanalyse; High school; High schools; Oberschule; Aufnahmeprüfung; Socio-economic status; Sozioökonomischer Status; Ausschluss; Schulausschluss; Cost; Kosten; Abschluss; Graduierung; Rassenunterschied; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The study examined factors that predicted the completion of programs of study at Arkansas institutions of higher education for African American males. Astin's (1993a) Input-Environment-Output (I-E-O) Model was used as the theoretical foundation. Descriptive analyses and hierarchical logistic regression analyses were performed on the data. The independent factors that were examined included high school grade point average, ACT score, socioeconomic status, out-of-school suspension, enrollment size of institution, institutional type, and average net price. The dependent variable was the completion of a program of study. One sample was comprised of 200 African American males. Another sample was comprised of 200 Caucasian males. Both groups were graduates of Arkansas high schools in 2008. The study showed that African American males had significantly lower high school grade point averages and ACT scores than Caucasian males. African American males had significantly more incidents of free and reduced lunches and number of days suspended from school than Caucasian males. Institutional enrollment size for African Americans was significantly smaller than Caucasian males. High school grade point average was significant for both African American males and Caucasian males. Moreover, institutional type was significant for Caucasian males attending a private institution being 12.5 times more likely to graduate than Caucasian males attending a four-year public institution. In the combined sample, high school grade point average and institutional type were significant; however, race was not a significant factor. Implications were discussed through the lens of Authentic Leadership and Social Justice Leadership to genuinely initiate efforts in helping more African American males graduate especially in Arkansas. [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