"There's Not Many More Options for Me": The Retention and Success of Black Men in Community College

Autor/in	Murphy, Theresa
Titel	"There's Not Many More Options for Me": The Retention and Success of Black Men in Community College
Quelle	(2022), (146 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-6866-1
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; Community Colleges; Two Year College Students; Academic Persistence; Success; College Environment; Environmental Influences; Psychological Patterns; Self Efficacy; Ethnic Stereotypes; Racial Bias; Critical Theory; Race; Extracurricular Activities; Interpersonal Relationship; Social Support Groups + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Community college; Community College; Erfolg; Hochschulumwelt; Environmental influence; Umwelteinfluss; Self-efficacy; Selbstwirksamkeit; National stereotype; Nationales Stereotyp; Racial discrimination; Rassismus; Kritische Theorie; Rasse; Abstammung; Außerunterrichtliche Aktivität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social support; Soziale Unterstützung
Abstract	Despite years' worth of focus on improving the success and retention of Black men in community colleges across the nation, an opportunity gap still exists between success and retention rates for Black men and their White counterparts. Much of the research conducted on Black men and their success and retention has been framed from a deficit model, focused on elements that are lacking in the men themselves or in the educational environment. This study aimed to focus on the aspects of the campus climate and the external environment and the psychological factors that positively impact the success and retention of Black men in the community college environment. The theoretical frameworks used for this study were self-efficacy (Bandura, 1977), stereotype threat (Steele & Aronson, 1995), microaggressions (Sue et al., 2007), and critical race theory (Delgado & Stefancic, 2012). Through these lenses, eight Black men attending a Midwest community college answered interview questions aimed at identifying the campus climate, external environment and psychological factors that positively impacted their success and retention in community college. All of the men were on target to complete their two-year degree in no more than three years, considered on-time completion by the Department of Education. The results of the study indicated there were several themes that positively impacted their success and retention: belief in self, co-curricular/extra-curricular activities, on campus relationships, and support networks. It is recommended that community colleges looking to increase the success and retention of Black men on their campuses, thus reducing the existing opportunity gap, work to replicate these experiences for the Black men on their campuses to support their success. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01