African American Students, Retention, and Team-Based Learning

Hunn, Vanessa

doi:10.1177/0021934714529594

Cited by 37 publications

(24 citation statements)

References 17 publications

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“…In addition to the growing numbers of racial/ethnic minorities enrolled in colleges and universities, studying the impact of FYE courses on students who identify as a member of one of these groups is important because research also indicates that on a whole, racial/ethnic minorities do not do as well or graduate at the same rates as their White counterparts (Hunn, 2014). For example, within the content of the Commonwealth of Kentucky's racial profile, the Kentucky Council on Postsecondary Education indicates that in 2012, African Americans made up roughly 12% of the population, but were awarded only 6% of both undergraduate and master's degrees and 8% of doctoral degrees given by Kentucky colleges and universities (Hunn, 2014). More alarming data show that nationwide, only 42% of African American students who begin college will ever graduate compared with 62% of White students (Hunn, 2014).…”

Section: Purpose Of Studymentioning

confidence: 99%

“…For example, within the content of the Commonwealth of Kentucky's racial profile, the Kentucky Council on Postsecondary Education indicates that in 2012, African Americans made up roughly 12% of the population, but were awarded only 6% of both undergraduate and master's degrees and 8% of doctoral degrees given by Kentucky colleges and universities (Hunn, 2014). More alarming data show that nationwide, only 42% of African American students who begin college will ever graduate compared with 62% of White students (Hunn, 2014). With the growing number of racial/ethnic minorities in college and the challenges these students face, especially at Predominately White Institutions (PWI's), a study such as this one that considers the specific impact of a FYE course on first year retention and overall academic success of racial/ethnic minorities is important.…”

Section: Purpose Of Studymentioning

confidence: 99%

“…Since FYE courses are one of the methods used to help prepare first-time freshmen to successfully persist from semester to semester, this study aims to evaluate student outcomes of FYE courses at UofL across race and gender lines and to fill the gap in the research pertaining to racial and gender differences regarding these outcomes. The rational to use race and gender as main study variables is due to existing research that suggests in comparison with Whites, due to unique challenges, racial/ethnic minority groups experience college differently and benefit differently from courses aimed at academic and social integration, especially in light of sense of belonging (Hunn, 2014;Hurtado, Han, Saenz, Espinosa, Cabrera, & Oscar, 2007). Sense of belonging is an important factor in successful college matriculation (Tinto, 2012) and is highly related to academic achievement and retention (Hurtado et al, 2007).…”

Section: Rational For Studymentioning

confidence: 99%

“…Sense of belonging is an important factor in successful college matriculation (Tinto, 2012) and is highly related to academic achievement and retention (Hurtado et al, 2007). Challenges of being African American or Latino at a PWI can manifest themselves in ways that negatively affect college experiences and academic performance (Hunn, 2014;Schwartz, 2012).…”

Section: Rational For Studymentioning

confidence: 99%

“…For example, characteristics such as lower SES backgrounds, being first-generation students, and entering college from lower performing middle schools and high schools can result in being underprepared for college-level work and predict lower odds of persisting and graduating from college (Cabrera, Deil-Amen, Prabhu, Terenzini, Chul, & Franklin, 2006;Swail, Cabrera, Lee, & Williams, 2005;Thompson & Fretz, 1991). These decreased odds are seen often in members of racial/ethnic minority groups where the effects of a lack of social and cultural capital are heightened (Hunn, 2014). For example, middle school Latinos from low SES backgrounds are at risk of placing into or taking high school math courses that do not adequately prepare them for college level work (Swail, Cabrera, Lee, & Williams, 2005).…”

Section: Racial/ethnic Minority Groupsmentioning

confidence: 99%

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The implications of a University of Louisville first year experience course on student success outcomes based on race and gender.

Petty¹

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The implications of a University of Louisville first year experience The implications of a University of Louisville first year experience course on student success outcomes based on race and gender. course on student success outcomes based on race and gender.Extant research has shown that across U.S. institutions, the first and second years of college are the most precarious because of high attrition rates. To address this, many colleges and universities implement First Year Experience (FYE) interventions with hopes of increasing first year GPA, retention rates, and overall college success. Over 90% of colleges and universities either offer or make these FYE interventions mandatory for their first-year/first-time freshmen. There is a large body of research regarding the association of FYE interventions and student outcomes, but the findings are mixed. Extant literature also does little to focus on FYE student outcomes based on race/ethnicity and gender, which is an identified gap and one this study fills. This dissertation is a quantitative examination of a FYE at the University of Louisville, GEN 101. GEN 101 is an example of a First Year Seminar (FYS). FYS courses are a type of FYE. The contextual framework of this dissertation is based on Tinto's Student Integration Model and concepts of academic and social integration. GEN 101 is required for graduation. All incoming freshmen are encouraged to take it their first semester. Since this course is required and extant literature provides mixed findings about vii the efficacy of FYE courses, I analyzed associations between GEN 101 completion and first semester GPA along with fall-to-fall retention outcomes. My focus was how African American and Latino students fared in comparison to White students and how women fared in comparison to men.My study results suggested fall GEN 101 completion resulted in higher first semester GPA's when compared with spring GEN 101 completion. It also suggested female students had a greater chance of being retained into their second year than their male counterparts, all else held constant. African American and Latino students had less of a chance of being retained than White students into their second year, but Latinos were retained at greater rates than African Americans. Taking GEN 101 in the fall was associated with greater outcomes than taking it in the spring and this association intensified when race/ethnicity and gender were considered. Specifically, being an African American male student was associated with greater FYE retention outcomes and being a male in general was associated with greater FYE GPA outcomes.viii

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Section: Purpose Of Studymentioning

confidence: 99%

Section: Purpose Of Studymentioning

confidence: 99%

Section: Rational For Studymentioning

confidence: 99%

Section: Rational For Studymentioning

confidence: 99%

Section: Racial/ethnic Minority Groupsmentioning

confidence: 99%

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The implications of a University of Louisville first year experience course on student success outcomes based on race and gender.

Petty¹

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Vulnerability and Resiliency of African American Youth: Revelations and Challenges to Theory and Research

Spencer

Swanson

2016

Developmental Psychopathology

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Increased attention in recent years has focused on theoretical orientations, considerations of environmental influences, and progressively nuanced methodological and statistical approaches for analyzing complex phenomena. Despite advances and recommendations, outcomes for many African American youth have declined in education, in physical health, in mental health, and in more general well‐being. To address these contradictory trends, this chapter provides a sociohistorical framing in reviewing research that has informed the field, with specific attention on African American youth vulnerability and resilience. The phenomenological variant of ecological systems theory affords a strategy for examining the vulnerability status and resiliency patterns of African American children and youth while acknowledging the role of the American Creed and historical contributions on their social contexts and patterned outcomes. An alternative strategy for examining vulnerability and resiliency among African American youth is introduced along with findings on typical and atypical developmental. These reports represent and focus on several central research themes for youth of African American descent that are further considered in explaining methodological controversies. The scope of risk and attributes of resiliency are raised in understanding mechanisms by which protective factors mitigate risks and extend current translational practices.

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Sharing the Reins: The Role of Administrative Inclusive Leadership in Supporting Faculty‐Led DEIB Initiatives

Knippen¹,

Ramsey‐Tobienne²

2022

The Department Chair

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African American Students, Retention, and Team-Based Learning

Cited by 37 publications

References 17 publications

The implications of a University of Louisville first year experience course on student success outcomes based on race and gender.

The implications of a University of Louisville first year experience course on student success outcomes based on race and gender.

Vulnerability and Resiliency of African American Youth: Revelations and Challenges to Theory and Research

Sharing the Reins: The Role of Administrative Inclusive Leadership in Supporting Faculty‐Led DEIB Initiatives

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