Measuring Race and Gender Differences in Undergraduate Students’ Perceptions of Campus Climate and Intentions to Leave College: An Analysis in Black and White

Strayhorn, Terrell L.

doi:10.1515/jsarp-2013-0010

Cited by 36 publications

(39 citation statements)

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“…Their findings also showed that nonacademic factors were more significant than academic factors (J. L. Wood & Palmer, 2013). Strayhorn (2013) discovered that when Black men had stronger self-efficacy, they were more resilient to pressures that face college students. J. L. Wood et al (2015) used Bean and Eaton's (2001) study to guide their research on the effects of self-efficacy on first-year Black male students who attended community college.…”

Section: Intrinsic Support Systemsmentioning

confidence: 98%

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Black male community college students : a narrative study of their success

Funston¹

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Black males tend to start their higher education at a community college. However, when it comes to the issue of retention, there are few studies concerning the success of Black men who attend this type of higher education institution. Therefore it is vital to learn from academically successful Black male community college students. The purpose of this doctoral thesis narrative was to discover the support systems that affected academic completion of Black men at a community college in the Midwest. Utilizing Uri Bronfenbrenner's ecological systems theory, both on-campus and off-campus support systems were explored to find out how they influenced academic success. By using a qualitative narrative study, Six Black male participants from the same community college were interviewed, and the data revealed three major themes. These themes were Relationships, Internal motivation, and External motivation. Support systems directly or indirectly interconnected with each other and positively assisted with these students' academic success during their first 24 credit hours of college-level work. Based on the findings recommendations for practice, such as a peer mentoring program and family appreciation events were recommended. Also, suggestions, such topics as successful Black female community college students, were given as future research topics.

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Section: Intrinsic Support Systemsmentioning

confidence: 98%

“…Dancy (2010) also learned that spiritual Black male students had a stronger sense of cooperation, creativity, balance, and harmony. Strayhorn (2013) stressed that spirituality helped Black students cope with different cultural norms and expectations.…”

Section: Intrinsic Support Systemsmentioning

confidence: 99%

Black male community college students : a narrative study of their success

Funston¹

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“…Most factors that influence Black college male retention can be organized into three categories: environmental, social, and psychological (Strayhorn, 2013). Environmental factors include Black college male's sense of belonging on campus, involvement in academic and social activities, campus fit, and diverse surroundings.…”

Section: Factors Related To Black College Male Retentionmentioning

confidence: 99%

“…The relationship between students and faculty has been found to have direct effect on educational outcomes (Tinto, 1975). There are a number of significant outcomes associated with positive relationships between Black college males and their professors (Harper, 2006, Strayhorn, 2013. Tinto (1975) found that students with academic gains reported more faculty interaction in and outside the classroom.…”

Section: Faculty-student Interactionmentioning

confidence: 99%

“…Aside from the inability to connect with white peers and faculty, Black college men struggle with psychological factors like self-esteem, self-worth, self-confidence, and grit (Cuyjet, 2006, Strayhorn, 2013. CA discussed feeling helpless, with no one to turn to when his grandmother was ill. RD shared two of his family members were killed during his freshman year in college and while he had confidence and grit to get through it, he discussed not having an outlet to deal with his emotional pain.…”

Section: Literaturementioning

confidence: 99%

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Do I Belong Here? Exploring Black Male Student Perceptions of Retention Initiatives

Ottley¹

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The retention and graduation rate of Black male students at institutions of higher education is dismal when compared to other groups. Approximately, 30% of Black college males who enroll in a four-year institution earn a college degree compared to 57% of White male students (Bohrnstedt et al., 2015). Black men find it difficult to persist and complete a college degree, and reasons behind it should be explored. The purpose of this study is to explore student and administrator perceptions of retention strategies for Black male students attending a Predominantly White Institution (PWI).

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Ashby-King¹,

Grant‐Washington²

2020

Successes and Setbacks of Social Media

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Measuring Race and Gender Differences in Undergraduate Students’ Perceptions of Campus Climate and Intentions to Leave College: An Analysis in Black and White

Cited by 36 publications

References 0 publications

Black male community college students : a narrative study of their success

Black male community college students : a narrative study of their success

Do I Belong Here? Exploring Black Male Student Perceptions of Retention Initiatives

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