Literaturnachweis - Detailanzeige
| Autor/inn/en | McCloud, Marquis; Rush, Tonyalle; Tucker, Emily |
|---|---|
| Titel | Engagement Strategies and Their Impact on Underserved Students |
| Quelle | (2018), (277 Seiten)
PDF als Volltext Ed.D. Dissertation, The University of Mississippi |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4380-6827-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Academic Persistence; At Risk Students; Disproportionate Representation; College Students; First Generation College Students; African American Students; Males; Success; College Faculty; Teacher Role; Peer Influence; Educational Environment; School Holding Power; Two Year College Students; Student Attitudes |
| Abstract | Persistence and retention continue to be educational concerns among colleges and universities. Students are labeled "at-risk" based on various factors such as race/ethnicity, socioeconomic status, first-generation status, and traditional/non-traditional status. Due to "at-risk" students, referred to as underserved students in this study, not always receiving the proper support and resources needed to survive in college; many "at-risk" students leave college. This Dissertation in Practice (DiP) includes three manuscripts developed by a three-member research team. This study specifically focused on the following underserved student populations: first-generation college students and African American students. Each author carried out separate research studies by exploring an engagement strategy and its effect on student success. The first manuscript lead authored by Emily Tucker, Chapter 2: Exploration of a Minority Male Support Program as a Method to Improve Academic Success, encompassed a quantitative study of a support program for African American males and whether providing this program is successful in improving student success. This study utilized data provided from the Community College Survey of Student Engagement (CCSSE). The second manuscript lead authored by Tonyalle Rush, Chapter 3: The Perceptions and Experiences of First-Generation College Students at a Commuter Campus at a Two-Year Institution, encompassed a qualitative study of students' perceptions of engagement with faculty and support staff (if any occurred) and whether the engagement had a positive or negative impact on their collegiate experience. Fifteen first-generation college student interviews were utilized for data purposes. The third manuscript lead authored by Mark McCloud, Chapter 4: The African-American Internship Experience, encompassed a qualitative study of African-American students who participated in internships and whether their internship experiences had an impact on their educational progress. Ten students who participated in internships were utilized for data purposes. All three research studies found benefit from the engagement of underserved students which improved academic success. Students reported that faculty/staff, peer support, and a supportive campus environment were valuable to the success of first-generation and African American students. At the conclusion of the study, the authors provided several recommendations for practitioners to use. [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 |
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