Supporting Black Male Community College Success: Determinants of Faculty-Student Engagement

Autor/inn/en	Wood, J. Luke; Ireland, S. Mei-Yen
Titel	Supporting Black Male Community College Success: Determinants of Faculty-Student Engagement
Quelle	In: Community College Journal of Research and Practice, 38 (2014) 2-3, S.154-165 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2014.851957
Schlagwörter	African American Students; Two Year College Students; Community Colleges; Teacher Student Relationship; College Faculty; Communities of Practice; Study Skills; School Orientation; Student Experience; Predictor Variables; Student Characteristics; Remedial Instruction; Environmental Influences; Educational Environment; Surveys; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Community college; Community College; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Community; Studientechnik; Studienerfahrung; Prädiktor; Förderkurs; Environmental influence; Umwelteinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Survey; Umfrage; Befragung
Abstract	The purpose of this study was to examine determinants of Black male students' engagement with faculty in the community college. Data from this study were derived from the 2011 three-year cohort of the Community College Survey of Student Engagement (CCSSE). Using data from 11,384 Black male respondents within 260 community colleges, this study investigated faculty-student engagement using hierarchical, multilevel modeling. Among other findings, this study illustrated the importance of reading remediation, participation in learning communities, study skills courses, and college orientation in positively contributing to faculty-student interactions. Implications for college practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10