Self-Determination and Goal Aspirations: African American and Latino Males' Perceptions of Their Persistence in Community College Basic and Transfer-Level Writing Courses

Autor/inn/en	Villarreal, María de Lourdes; García, Hugo A.
Titel	Self-Determination and Goal Aspirations: African American and Latino Males' Perceptions of Their Persistence in Community College Basic and Transfer-Level Writing Courses
Quelle	In: Community College Journal of Research and Practice, 40 (2016) 10, S.838-853 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2015.1125314
Schlagwörter	Community Colleges; College Students; African American Students; Hispanic American Students; Males; Student Attitudes; Self Determination; Goal Orientation; Academic Persistence; Remedial Instruction; Basic Writing; Grounded Theory; Interviews; Transfer of Training; College English; School Holding Power; Course Selection (Students); Withdrawal (Education); Stress Variables; Fear; Academic Failure; Help Seeking; Writing Attitudes; Positive Attitudes; Urban Schools; Student Motivation; Academic Aspiration; Occupational Aspiration; Teacher Student Relationship; Teacher Role; Qualitative Research; California (Los Angeles) + Suchen Sie Ihr Suchwort? Community college; Community College; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Male; Männliches Geschlecht; Schülerverhalten; Selbstbestimmung; Zielorientierung; Zielvorstellung; Förderkurs; Interviewing; Interviewtechnik; Training; Transfer; Ausbildung; Course selection; Kurswahl; Kursabbruch; Furcht; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulische Motivation; Berufsneigung; Berufsziel; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Qualitative Forschung
Abstract	This Grounded Theory study utilized Self-determination Theory to analyze the interview results of 18 community college African American and Latino males. The goal was to learn what helped participants to succeed and persist in developmental and transfer-level writing courses despite the obstacles that they faced. Three major themes emerged: (a) Male students of color continued to take and complete English courses because they were determined to achieve their academic goals; (b) they sought assistance and guidance from their English professors, from the writing lab attached to the basic skills course and from the writing tutoring staff; and (c) when they felt overwhelmed and considered dropping their English classes, their determination to achieve their goals and the assistance they received from faculty and other writing staff ultimately kept them from doing so. Therefore, first, community colleges should encourage students' ability to be autonomous. Second, they can help students develop a sense of relatedness by providing a better sense of belonging. Third, institutions should develop strong faculty networks within the college to increase student motivation and self-determination by providing mentoring opportunities. Finally, institutions should consider utilizing faculty and other institutional agents to help students by providing information regarding various student support services that may help address issues students may be encountering. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01