Black Minds Matter: Black Student Perceptions of Three Kentucky Regional Comprehensive Predominantly White Institutions and the Role of Campus Support Initiatives in Reducing the Frequency of Stop-Out and Drop-Out

Autor/in	Blakely, Christopher W.
Titel	Black Minds Matter: Black Student Perceptions of Three Kentucky Regional Comprehensive Predominantly White Institutions and the Role of Campus Support Initiatives in Reducing the Frequency of Stop-Out and Drop-Out
Quelle	(2017), (188 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Eastern Kentucky University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-9870-7
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Student Attitudes; Institutional Characteristics; Whites; Dropouts; Stopouts; Academic Achievement; Minority Group Students; Undergraduate Students; Occupational Aspiration; Phenomenology; Disproportionate Representation; Interviews; Kentucky + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; White; Weißer; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausstieg; Schulleistung; Berufsneigung; Berufsziel; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik
Abstract	According to the National Center for Education Statistics (2015), between 1996 and 2008, Black (African-American may be used interchangeably with Black, as defined through this study) college students had the lowest graduation rates among racial groups at four-year public institutions. Furthermore, more recent provisional data from the National Center for Education Statistics for 2008-2013, further support continued disproportional retention and graduation rates of Black college students. Therefore, given this, the present study examined the relationship between academic achievement and an increase in Black students' satisfaction with their college experience at Predominately White Institutions (PWIs) and institutionally funded supportive associations for undergraduate students of color. The study specifically considered Black undergraduate students at regional, four-year, public PWIs in Kentucky, evaluating their academic achievement, social involvement, occupational aspirations, student educational background, educational goals, demographic characteristics and personal adjustment to college. Using in-depth, phenomenological interviews, the study investigated the possible relationship between the "Stop-Out" and "Drop Out" of Black students, reconstructing their experiences and sharing their stories about the factors that led students to retain at the university and for students to leave their PWI. Based on the results, this study offers suggestions for PWIs interested in implementing support associations for Black undergraduate students to address stop-out and drop-out. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01