Creating Practices and Strategies towards Persistence for Undeclared, Black Males at Predominately White Institutions (PWIs)

Autor/in	McElderry, Jonathan A.
Titel	Creating Practices and Strategies towards Persistence for Undeclared, Black Males at Predominately White Institutions (PWIs)
Quelle	In: New Directions for Higher Education, (2022) 197, S.35-45 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.20425
Schlagwörter	Academic Persistence; Majors (Students); African American Students; Males; Institutional Characteristics; Whites; Educational Attainment; Educational Practices + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; White; Weißer; Bildungsabschluss; Bildungsgut; Bildungspraxis
Abstract	The majority of research on Black males highlights the problems or barriers faced by this demographic due to the low retention and completion rates. A factor that is often not discussed when students enter college is their decision around initially declaring a major and its future impact on their persistence and college completion. This chapter explores practices and strategies for senior administrators in higher education to assist undeclared, Black male students at Predominately White Institutions (PWIs) toward persistence and ultimately college completion. The recommendations for practice in this chapter offer tangible tools to create a positive campus experience for Black male collegians, as well as educate and hold members of the campus community accountable. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01