Literaturnachweis - Detailanzeige
| Autor/inn/en | Baker, Dominique J.; Arroyo, Andrew T.; Braxton, John M.; Gasman, Marybeth |
|---|---|
| Titel | Understanding Student Persistence in Commuter Historically Black Colleges and Universities |
| Quelle | In: Journal of College Student Development, 61 (2020) 1, S.34-50 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0897-5264 |
| Schlagwörter | Academic Persistence; Black Colleges; African American Students; Commuter Colleges; Racial Differences; College Students; Student Characteristics; College Environment; Institutional Characteristics; Student Experience; Student Development; College Role; Student Motivation; Parent Background; Educational Attainment; Costs; College Student Experiences Questionnaire |
| Abstract | Theoretical modeling has been a widely used tool in the student persistence literature for many years; however, only recently has it been applied to the Historical Black College or University (HBCU) context in an intentional way. We investigated a theory of student persistence in commuter institutions at 2 commuter HBCUs (N = 147 students). Findings suggest that commuter HBCU students have complicated relationships with their institutions; moreover, theories developed at predominantly White institutions--such as the model tested in this study--hold salience for understanding student persistence at HBCUs. Still, a complete picture of student persistence at HBCUs may benefit from the development of HBCU-specific constructs and models. (As Provided). |
| Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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