An Analysis of Nonfirst-Generation Community College Men of Color: Comparing GPA, Noncognitive, and Campus Ethos Differences across Race

Autor/inn/en	Palacios, Angélica M. G.; Alvarez, Rafael D.
Titel	An Analysis of Nonfirst-Generation Community College Men of Color: Comparing GPA, Noncognitive, and Campus Ethos Differences across Race
Quelle	In: Community College Journal of Research and Practice, 40 (2016) 3, S.180-187 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2015.1112319
Schlagwörter	Community Colleges; College Students; Minority Group Students; African American Students; Hispanic American Students; Males; Racial Differences; Grade Point Average; Outcomes of Education; Two Year College Students; White Students; Student Surveys; Self Efficacy; Academic Achievement; Student Interests; Statistical Significance; Educational Experience + Suchen Sie Ihr Suchwort? Community college; Community College; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Male; Männliches Geschlecht; Rassenunterschied; Lernleistung; Schulerfolg; Schülerbefragung; Self-efficacy; Selbstwirksamkeit; Schulleistung; Studieninteresse; Bildungserfahrung
Abstract	Drawing upon the Community College Socio-Ecological Outcomes model, this study is among the first to have addressed the outcomes of nonfirst-generation community college men of color. The purpose of this study was to investigate differences across ethnicities for key factors in two socioecological domains, including noncognitive and campus ethos domains, for nonfirst-generation college status men in 2-year, degree-granting institutions. Findings of this study indicated that despite generational status White men outperformed Latino and African American men in grade point average (GPA) regardless of similar confidence levels and the fact that men of color had higher rates in degree utility and intrinsic interest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01