國立虎尾科技大學 |

Black Male Students' Community College Experiences.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Black Male Students' Community College Experiences./
作者:	Jones, Maisha N.
面頁冊數:	1 online resource (175 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438209480

Black Male Students' Community College Experiences.
Jones, Maisha N.

Black Male Students' Community College Experiences. - 1 online resource (175 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ed.D.)--California State University, Long Beach, 2018.

Includes bibliographical references

Contrary to the rhetoric around a post-racial United States, Black male students are not experiencing equitable outcomes in higher education. Community colleges are a critical access point to higher education for Black males; however, they are not graduating, transferring, or entering the workforce at an acceptable pace. The purpose of this qualitative study is to explore Black male students' perceptions of their community college experience. The Five Domains Conceptual Model is a holistic framework utilized to address inequitable outcomes for Black males in community colleges. A constructivist approach to this qualitative inquiry reveals unique strengths and challenges of 17 Black male students as they navigate the community college environment for success. Findings from this study illuminate the importance of human agency (e.g., background factors, self-efficacy, and aspirations) coupled with institutional responsibility (e.g., faculty engagement, campus climate, and campus resources) to improve academic outcomes for this disproportionately impacted student group. Recommendations for addressing inequitable outcomes for Black male students include policy to sustain funding for Black Male Initiatives, equity-minded practices for faculty hiring and professional development, and future research that extends this inquiry to other marginalized student populations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438209480Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Black Male Students' Community College Experiences.
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504 $a Includes bibliographical references
520 $a Contrary to the rhetoric around a post-racial United States, Black male students are not experiencing equitable outcomes in higher education. Community colleges are a critical access point to higher education for Black males; however, they are not graduating, transferring, or entering the workforce at an acceptable pace. The purpose of this qualitative study is to explore Black male students' perceptions of their community college experience. The Five Domains Conceptual Model is a holistic framework utilized to address inequitable outcomes for Black males in community colleges. A constructivist approach to this qualitative inquiry reveals unique strengths and challenges of 17 Black male students as they navigate the community college environment for success. Findings from this study illuminate the importance of human agency (e.g., background factors, self-efficacy, and aspirations) coupled with institutional responsibility (e.g., faculty engagement, campus climate, and campus resources) to improve academic outcomes for this disproportionately impacted student group. Recommendations for addressing inequitable outcomes for Black male students include policy to sustain funding for Black Male Initiatives, equity-minded practices for faculty hiring and professional development, and future research that extends this inquiry to other marginalized student populations.
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