Noncognitive Variables and Their Impact on Enrollment of African American Males in Higher Education

Autor/in	Brown, Alanka P.
Titel	Noncognitive Variables and Their Impact on Enrollment of African American Males in Higher Education
Quelle	(2009), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Nova Southeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-3096-7
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; College Attendance; Enrollment; Mixed Methods Research; Hypothesis Testing; Student Characteristics; High School Seniors; Comparative Analysis; Student Surveys; Interviews; Role Models; Barriers; College Preparation; Costs; Self Esteem; Family Influence; Military Service; Student Financial Aid; Mentors; College Entrance Examinations; Career Counseling; ACT Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Einschulung; Hypothesenprüfung; Hypothesentest; Schülerbefragung; Interviewing; Interviewtechnik; Identifikationsfigur; Cost; Kosten; Self-esteem; Selbstaufmerksamkeit; Militärdienst; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The purpose of this study was to identify the nonacademic reasons that preclude African American males from enrolling in college after high school completion. The examination of this study evolved as a result of an abundance of African American males choosing not to enroll in college after completing high school. A mixed-methods research design was utilized to answer the 6 research questions posed in this study. Within the 6 research questions, 4 were quantitative and 2 were qualitative. The quantitative questions were hypothesized to test the predictive value of certain demographic variables that garner college enrollment statistically. Participants in the study included 22 African American male high school seniors who had chosen not to enroll in college after high school completion and 22 African American male high school seniors who had chosen to enroll in college after high school completion. Data were collected from both groups using a survey instrument and structured interviews. Findings revealed the results of the dissertation implementation were consistent with the answers to the research questions and hypotheses. It was apparent that the (a) lack of a significant male role model and (b) insufficient school preparation considerably hindered the college enrollment of African American males. Additional findings in the study revealed (a) lack of finances, (b) lack of self-confidence, (c) lack of family support and influence, and (d) military as other prominent noncognitive variables that prevented African American males from stepping foot on a college campus. Further, the research indicated that, in order for more African American males to pursue a higher education after high school completion, high schools need to provide (a) assistance with the financial-aid process, (b) campus mentoring programs, (c) American College Admissions Test and Student Assessment Test preparation assistance, and (d) career guidance. [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