Black Men's Perceptions of Sense of Belonging with Faculty Members in Community Colleges

Autor/inn/en	Newman, Christopher B.; Wood, J. Luke; Harris, Frank, III.
Titel	Black Men's Perceptions of Sense of Belonging with Faculty Members in Community Colleges
Quelle	In: Journal of Negro Education, 84 (2015) 4, S.564-577 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.84.4.0564
Schlagwörter	African American Students; Males; Teacher Student Relationship; Two Year College Students; College Faculty; Racial Factors; Ethnic Stereotypes; Sex Stereotypes; Teacher Attitudes; Predictor Variables; Masculinity; Community Colleges; Student School Relationship; Racial Identification + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; National stereotype; Nationales Stereotyp; Lehrerverhalten; Prädiktor; Männlichkeit; Community college; Community College; Schüler-Lehrer-Beziehung
Abstract	The purpose of this study was to examine factors contributing to Black male students' sense of belonging with faculty members. Data from this study were derived from the Fall 2013 administration of the Community College Survey of Men (CCSM) and was analyzed using hierarchical linear regression. Findings from this study indicate that, after controlling for relevant extraneous variables, perceived racial-gender stereotypes held by faculty members, faculty validation, and faculty student engagement are significant predictors of respondents' perceptions of belonging with faculty members. Additionally, masculine identity (e.g., school as a feminine domain, breadwinner orientation and competitive ethos) moderated the effects of the perceptions of belonging with faculty members. Implications for policy, practice, and future research are provided. (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	2020/1/01