Factors Contributing to the Persistence of African American and Hispanic Undergraduate Males Enrolled at a Regional Predominantly White Institution

Autor/in	Hall, Reginal R.
Titel	Factors Contributing to the Persistence of African American and Hispanic Undergraduate Males Enrolled at a Regional Predominantly White Institution
Quelle	In: Administrative Issues Journal: Connecting Education, Practice, and Research, 7 (2017) 1, S.51-65 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-7615
Schlagwörter	Undergraduate Students; Males; African American Students; Hispanic American Students; White Students; Racial Composition; Racial Bias; Graduation Rate; Academic Persistence; Critical Theory; Race; Focus Groups; Student Attitudes; Student Experience; Barriers; Phenomenology; College Faculty; Ethnic Stereotypes; Student Participation; College Environment; Texas + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Racial discrimination; Rassismus; Kritische Theorie; Rasse; Abstammung; Schülerverhalten; Studienerfahrung; Phenomenological psychology; Phänomenologie; Psychologie; Fakultät; National stereotype; Nationales Stereotyp; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hochschulumwelt
Abstract	The purpose of this study is to explore factors that may contribute to the persistence and graduation rates of African American and Hispanic undergraduate males enrolled at regional fouryear public universities in Texas. African American and Hispanic males have lower graduation rates in both secondary and post-secondary education than their White peers (Harper, 2010; Swail, Cabrera, Lee, & Williams, 2013). The qualitative research investigated characteristics that exist among African American and Hispanic undergraduate males who have persisted and were retained at the university through their senior academic year. The research problem was explored through the lens of critical race theory and racial microaggressions. Focus group interviews were administered that allowed the researcher to explore the individual experiences of African American and Hispanic males regarding academic and non-academic factors that may have served as supports and/or barriers to their persistence. A thematic analysis was conducted to evaluate the qualitative data. (As Provided).
Anmerkungen	Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: http://www.swosu.edu/academics/aij/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01