Browsing by Subject "African American male students"
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Item Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment(2017-05) Kinney, Dorado Marcio; Reddick, Richard, 1972-; Sharpe, Edwin Reese; Green, Terrence L; Christensen, Kathleen ENon-profit organizations like A Better Chance (ABC) have changed the trajectory of the lives of its students and their families. Over 14,000 students over the past fifty years have been granted access to a higher quality of education with greater opportunities to increase their social capital and social networking on their way to quality post-secondary educational tracks. But as the saying goes, “there is no such thing as a free lunch”. The levels of achievement obtained by these students come at a great personal sacrifice. Students choose to leave home as early as age thirteen. They spend the majority of the formative years in environments that are very foreign to them surrounded by people whose assumptions about life are very different from theirs. The partial separation of the students from their home environment along with the partial integration into their boarding school environment could result in their feeling marginalized in both environments (Cookson and Persell, 1991). This study examined the lived experiences of African American and Latino males in the boarding school environment. A phenomenological approach was used to capture the lived experiences of the participants. Questions surrounding race, identity development, social capital, displacement, and resilience were addressed. This study explored how these matters intersect in the study subjects’ lived experiences.Item A multi-level case study analysis of campus-based male initiatives programs and practices and the impact of participation on the perceptions of first-year African American male community college students in Texas(2009-05) Dabney-Smith, Valschkia Lisette; Bumphus, Walter G.; Roueche, John E.This study examined the differences in engagement among entering African American male students at two community colleges in the State of Texas. Three research questions provided the foundation for this study: (1) Is there a significant difference in the engagement levels among first-year male community college students by age group, (2) From the African American male students’ perspective, what are the specific educational programs and institutional practices that supported their retention and persistence during the first semester of enrollment in a two-year institution; and (3) In the case of the African American male students, what organizational and institutional factors influenced their decision to enroll for a second semester at a two-year institution? The series of research questions developed for this study were tested using survey research, casestudy analysis, and qualitative research. The descriptive analyses were conducted using a sample of the data collected from the 22 institutions selected to participate in the Survey of Entering Students Engagement (SENSE) pilot survey. The Statistical Package for Social Sciences (SPSS) was used to compile the frequency statistics and one-way Analysis of Variance (ANOVA) for the 781 African American male study respondents. The effect size (Eta-Squared) was also calculated to identify relative magnitude of the difference between means that were found in the ANOVA results. The researcher also conducted focus groups and in-depth interviews with first-year African American male students who enrolled in a community college. The results of this study indicated there were statistically significant differences among first-year African American male community college students by age group. The results also showed that African American male students who were involved in campus-based initiatives at their community college had higher levels of satisfaction during their first academic term. Finally, several of the focus group and individual interview participants indicated their participation in gender-specific programs influenced their decision to enroll for a second semester at a two-year institution.