Factors of Persistence for African American Men in a Student Support Organization

Autor/in	Simmons, Lamont D.
Titel	Factors of Persistence for African American Men in a Student Support Organization
Quelle	In: Journal of Negro Education, 82 (2013) 1, S.62-74 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.82.1.0062
Schlagwörter	Performance Factors; Qualitative Research; Student Organizations; Undergraduate Students; Empowerment; Interviews; African American Students; Persistence; Males; Social Support Groups; Social Integration; Semi Structured Interviews; College Readiness; Aspiration; Goal Orientation; Social Cognition; Student Participation; Program Effectiveness; African American Teachers; Case Studies + Suchen Sie Ihr Suchwort? Leistungsindikator; Qualitative Forschung; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Interviewing; Interviewtechnik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ausdauer; Male; Männliches Geschlecht; Social support; Soziale Unterstützung; Soziale Integration; Streben; Zielorientierung; Zielvorstellung; Soziale Kognition; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study
Abstract	The purpose of this qualitative study is to examine factors of persistence for two African American men involved in the Project Empowerment (PE, pseudonym) student organization at a predominantly White institution. The participants are undergraduate student members of PE, a campus-based organization designed to enhance African American male retention. The researcher conducted interviews with both participants, and analyzed the data verbatim uncovering these four themes: (a) college preparedness, (b) high aspirations and goals, (c) social connections and relationships, and (d) growth through student organizational commitment. The study found that components of PE support African American male persistence. The findings implicate the need for ethnic-based programs for African American men, and for institutions to encourage program participation among this student group. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10