A Case Study Approach to the Impact of Academic Advising on African American Men at Three Community Colleges in Georgia

Autor/in	Cody, Philip M.
Titel	A Case Study Approach to the Impact of Academic Advising on African American Men at Three Community Colleges in Georgia
Quelle	(2019), (155 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Morgan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0857-3005-1
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; African American Students; Males; College Attendance; Community Colleges; Academic Advising; Student Attitudes; Academic Persistence; School Holding Power; Academic Achievement; Educational Experience; Two Year College Students; Role Models; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Community college; Community College; Akademischer Rat; Schülerverhalten; Schulleistung; Bildungserfahrung; Identifikationsfigur
Abstract	The purpose of this qualitative case study is to examine how African American men at three community colleges in Georgia perceive the academic advising process and how the academic advisor influences their retention. A declining number of African American men are attending and completing college. This trend is troubling not only because of its implications for the men themselves, but also because of the long-term economic, political, and social effects for the African American population. The qualitative case study examined African American men's views of academic advising, and its impact on their academic persistence and achievement will thus address the problem of declining African American male enrollment in higher education and suggest the services or resources colleges can provide to combat the issue. The researcher used Wood and Harris's (2014) Socio-Ecological Outcomes Model coupled with Schlossberg's (1989, 2011) Theory of Marginality to assess student outcomes and how those outcomes affect African American male retention rates. All of the participants chosen for this study were African American male students, attending one of three community colleges in Georgia. There were twelve participants selected for this study. The researcher found that African American male students' academic advising experiences had a considerable influence on their retention rates at community colleges. The researcher also discovered that poor academic progress, lack of support, from both the institutions and their families, and a lack of positive role models at their prospective institutions often influenced their futures and their retention. [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	2024/1/01