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Perceptions Of K–12 Educators Of Color On Ethnic Studies Curriculum And Teaching In Urban Public Schools, Tracy Castro-Gill
Perceptions Of K–12 Educators Of Color On Ethnic Studies Curriculum And Teaching In Urban Public Schools, Tracy Castro-Gill
Walden Dissertations and Doctoral Studies
Retention of educators of color (EOC) is becoming a focal point in K–12 education because of the increasing demographic of students of color in K–12 urban public schools; however, a shortage of EOC exists in these schools in the United States due in part to disproportionate attrition rates for EOC compared to White educators. Little is known about the role curriculum may play in retaining EOC in K–12, urban public schools. The purpose of this qualitative critical narrative inquiry study was to explore how ethnic studies curriculum influences how EOC who teach ethnic studies perceive the teaching profession in K–12, …
Financial Aid As A Predictor For Retention Of First-Year Black Male Community College Students, Malcom Jamar Morgan-Petty
Financial Aid As A Predictor For Retention Of First-Year Black Male Community College Students, Malcom Jamar Morgan-Petty
Walden Dissertations and Doctoral Studies
AbstractBlack male students are retained in higher education at less than half the rate of their Hispanic and White counterparts. At Southwestern Community College (SWCC, a pseudonym), there were indicators that the amount of financial aid received was related to retention; however, the extent of the relationship was unknown. The purpose of this nonexperimental quantitative correlational study was to examine the relationship between the amount of financial aid received and the retention of first-to-second-year Black male students at SWCC. Bean and Metzner’s model of nontraditional undergraduate student attrition provided the theoretical foundation. The research question sought to clarify the extent …
Perceptions Of K–12 Educators Of Color On Ethnic Studies Curriculum And Teaching In Urban Public Schools, Tracy Castro-Gill
Perceptions Of K–12 Educators Of Color On Ethnic Studies Curriculum And Teaching In Urban Public Schools, Tracy Castro-Gill
Walden Dissertations and Doctoral Studies
Retention of educators of color (EOC) is becoming a focal point in K–12 education because of the increasing demographic of students of color in K–12 urban public schools; however, a shortage of EOC exists in these schools in the United States due in part to disproportionate attrition rates for EOC compared to White educators. Little is known about the role curriculum may play in retaining EOC in K–12, urban public schools. The purpose of this qualitative critical narrative inquiry study was to explore how ethnic studies curriculum influences how EOC who teach ethnic studies perceive the teaching profession in K–12, …
Financial Aid As A Predictor For Retention Of First-Year Black Male Community College Students, Malcom Jamar Morgan-Petty
Financial Aid As A Predictor For Retention Of First-Year Black Male Community College Students, Malcom Jamar Morgan-Petty
Walden Dissertations and Doctoral Studies
AbstractBlack male students are retained in higher education at less than half the rate of their Hispanic and White counterparts. At Southwestern Community College (SWCC, a pseudonym), there were indicators that the amount of financial aid received was related to retention; however, the extent of the relationship was unknown. The purpose of this nonexperimental quantitative correlational study was to examine the relationship between the amount of financial aid received and the retention of first-to-second-year Black male students at SWCC. Bean and Metzner’s model of nontraditional undergraduate student attrition provided the theoretical foundation. The research question sought to clarify the extent …
Nonacademic Factors Affecting Retention And Academic Success At Historically Black Colleges And Universities, Charlene Denise Mallory
Nonacademic Factors Affecting Retention And Academic Success At Historically Black Colleges And Universities, Charlene Denise Mallory
Walden Dissertations and Doctoral Studies
AbstractRetention rates for African American students attending historically Black colleges and universities (HBCUs) have been low compared to rates of predominantly White institutions. The problem investigated was the retention rates of African American students enrolled at degree-granting Title IV HBCUs. The absence of research focused on African American students and retention at HBCUs leaves more to be learned about how institutions can improve retention rates for this population. The purpose of this correlational study was to examine the association between nonacademic factors (enrollment status, residency status, SES, and family income) and retention rate (full-time and part-time) for African American full-time, …
The Influence Of Historically Black Colleges And Universities Experience On First Year Retention, Andrea White-Mcneil
The Influence Of Historically Black Colleges And Universities Experience On First Year Retention, Andrea White-Mcneil
Walden Dissertations and Doctoral Studies
Student retention in higher education, specifically after the first year, has long been a focus of institutional strategies, especially among students with financial, academic, and social risk factors. The issue of retention was a priority for administration at the 4-year private Sea Port University, a historically black university in the southern United States, which is the focus of this case study. The university has shown a rapid decline in its retention rate since the period 2008 - 2012. The purpose of this study was to identify students' perceptions of factors in their Historically Black Colleges and Universities (HBCU) experience and …