Education Commons^™

Supporting_Racially_Diverse_Students_At.Pdf, Andrew T. Arroyo, Robert T. Palmer, Dina C. Maramba, Dave Louis

Robert T. Palmer, PhD

Determinants Of Intent To Transfer Among Black Male Community College Students_ A Multinomial%2c Multi-Level Investigation Of Student Engagement .Pdf, J. Luke Wood, Phd, Robert T. Palmer Phd

Robert T. Palmer, PhD

Exploring The Perceptions Of Hbcu Student Affairs Practitioners Toward The Racial Diversification Of Black Colleges, Robert T. Palmer Phd, Andrew T. Arroyo Ed.D, Dina C. Maramba Phd

Robert T. Palmer, PhD

Examining The Paradox Between Dismantling De Jure Segregation And Affirmative Action: Implications From Contemporary Higher Education Case Law, Robert T. Palmer Phd, Tiffany Boykin-Fountaine, Phd

Robert T. Palmer, PhD

It Is A Different World? Providing A Holistic Understanding Of The Experiences And Perceptions Of Non-Black Students At Historically Black Colleges And Universities., Andrew Arroyo, Ed.D, Robert T. Palmer, Phd, Dina C. Maramba, Phd

Robert T. Palmer, PhD

The Impact Of Social Capital On The Access, Adjustment, And Success Of Southeast Asian American College Students., Robert T. Palmer, Phd, Dina C. Maramba, Phd

Robert T. Palmer, PhD

Given that Southeast Asian American (SEAA) students are severely underrepresented in higher education and less likely to persistence to graduation compared to other ethnic groups in the Asian American Pacific Islander (AAPI) community, this study explored critical factors to their college success. Indeed, several themes emerged from this national sample of 34 participants from five public, four year colleges and universities. In this present article, we discuss one of the salient themes—the role of social capital as facilitators of college access and success. This article concludes with implications for research and practice.

Racial Microaggressions Among Asian American And Latino/A Students At An Hbcu, Robert T. Palmer, Dina C. Maramba,Phd

Robert T. Palmer, PhD

Research illustrates that the enrollments of Asian American and Latino/a students are increasing at historically Black colleges and universities (HBCUs). Nevertheless, research on how these students experience the institutional climates of HBCUs is nonexistent; hence, we sought to explore the college-choice process and perceptions of campus climate for Asian American and Latino/a students at HBCUs. One of the salient themes that emerged from this study was participants’ experiences with racial microaggressions at a HBCU. This article discusses those experiences and concludes by providing implications for institutional practice and future research.

A Qualitative Investigation Of The College Choice Process For Asian Americans And Latino/As At A Public Hbcu, Dina C. Maramba, Phd, Robert T. Palmer, Phd, Denise Yull, Ed.D, Taryn Ozuna, Phd

Robert T. Palmer, PhD

Beyond The Call Of Duty: An Analysis Of The Effects Of Othermothering At Historically Black Colleges And Universities (Hbcus)., Alonzo Flowers, Phd, Jameel Scott, Jamie Riley, Phd, Robert T. Palmer, Phd

Robert T. Palmer, PhD

No abstract provided.

A Delineation Of Asian American And Latino/A Students' Experiences With Faculty At An Historically Black College And University, Robert T. Palmer, Phd, Dina C. Maramba, Phd

Robert T. Palmer, PhD

No abstract provided.

The Impact Of Cultural Validation On The College Experiences Of Southeast Asian American Students., Dina C. Maramba, Phd, Robert T. Palmer, Phd

Robert T. Palmer, PhD

The purpose of this study is to explore the critical role of culture on the success of Southeast Asian American (SEAA) college students. Specifically, we examined the saliency of cultural validation and how it shaped the educational trajectories of SEAAs. A national sample of 34 participants was analyzed across 5 public, 4-year colleges and universities. Findings suggest the need for (a) cultural knowledge, (b) cultural familiarity, (c) cultural expression, and (d) cultural advocacy. In addition, the low number of SEAA students on their respective campuses heavily influenced their college experience. Implications for research and practice are discussed.

A Contemporary Examination Of Gender Differences In Student Engagement At Historically Black Colleges And Universities: Implications For Research And Practice., Robert T. Palmer, J. Luke Wood, Phd, Brian Mcgowan, Phd

Robert T. Palmer, PhD

Seeking to replicate the results of Harper et al.'s (2004), this article examined gender differences in student engagement among Black students at historically Black colleges and universities (HBCUs). While this study yielded findings comparable to Harper et al.'s study, the majority of the findings were inconsistent with Harper et al's study. The article discusses factors that may account for these differences and concludes with implications for institutional practice and future research.

Academic Achievement And The Community College: Perspectives Of Black Male Students On The Importance Of ‘Focus, J. Luke Wood, Phd, Robert T. Palmer, Phd

Robert T. Palmer, PhD

No abstract provided.

The Impact Of Cultural Validation On The College Experiences Of Southeast Asian American Students., Dina C. Maramba, Phd, Robert T. Palmer, Phd

Robert T. Palmer, PhD

The purpose of this study is to explore the critical role of culture on the success of Southeast Asian American (SEAA) college students. Specifically, we examined the saliency of cultural validation and how it shaped the educational trajectories of SEAAs. A national sample of 34 participants was analyzed across 5 public, 4-year colleges and universities. Findings suggest the need for (a) cultural knowledge, (b) cultural familiarity, (c) cultural expression, and (d) cultural advocacy. In addition, the low number of SEAA students on their respective campuses heavily influenced their college experience. Implications for research and practice are discussed.

Challenges To Success In Higher Education: An Examination Of Educational Challenges From The Voices Of College-Bound Black Males, Jameel A. Scott, Kenneth J. Taylor, Phd, Robert T. Palmer, Phd

Robert T. Palmer, PhD

In recent years, researchers have devoted much discussion to finding ways to increase the academic success of Black males in K-12 and higher education. Despite this emphasis, Black male enrollment in higher education stands at 4.5%, which is the same as it was in 1976. One factor noted by researchers for the stagnation among Black male college enrollment is their disproportionate departure from high school. Therefore, this qualitative study of college-bound high school seniors discusses four critical factors that contribute to Black males premature departure from high school. Implications for practice and future research are discussed.

Diverging Interests: Balancing Racial Diversity And Race-Sensitive Policies Across State Higher Education Systems, Robert T. Palmer, Phd, J. Luke Wood, Phd, Dorsey Spencer

Robert T. Palmer, PhD

The United States has sought to racially diversify its public colleges since 1964. Laws have been implemented and court challenges have occurred to facilitate the racial diversification of public universities. Racially diversifying higher education is particularly important for states that have a desegregation agreement with Office of Civil Rights (OCR) for operating policies traceable to de jure segregation. Although many states have used affirmative action to diversify their colleges, as these policies continue to be attacked and prohibited, colleges are abandoning race-sensitive policies to foster diversity. This article explains these diverging issues and offers recommendations for universities that are legally …

The Magnificent “Mile”: Impacting Black Male Retention And Persistence At An Hbcu, Robert T. Palmer, Phd, Dina C. Maramba, Phd, T. Elon Dancy, Phd

Robert T. Palmer, PhD

A strong body of research has documented the supportive environments of historically Black colleges and universities (HBCUs) and their impact on facilitating student success. Notwithstanding the consistency of these findings, recent reports and empirical research have highlighted the problems that HBCUs are experiencing with Black male enrollment, campus engagement, retention, success, and graduation. The purpose of this article is to discuss the Male Initiative on Leadership and Excellence (MILE) and to describe its impact on retention and persistence of Black men at an HBCU. Hopefully, the MILE will inspire administrators and student affairs practitioners at HBCUs to adopt a similar …

The Likelihood Of Transfer For Black Males In Community Colleges: Examining The Effects Of Engagement Using Multilevel, Multinomial Modeling, J. Luke Wood, Phd, Robert T. Palmer, Phd

Robert T. Palmer, PhD

Research indicates that Black male collegians tend to disproportionately seek out postsecondary educational opportunities at community colleges; despite this, a paucity of Black men actual transfer to four-year colleges and universities. In order to help facilitate transfer for Black male community college students, this article investigates the effects of student engagement on Black male students’ self-reported likelihood of transfer. The implications of this study provides compelling context for institutional practice and future research to help community colleges be more intentional about improving transfer outcomes for among Black male students.

Understanding The Personal Goals Of Black Male Community College Students: Facilitating Academic And Psychosocial Development, J. Luke Wood, Phd, Robert T. Palmer, Phd

Robert T. Palmer, PhD

Similar to 4-year institutions, community colleges are struggling to find ways to increase the success rates of racial and ethnic minority students in general and Black males specifically. According to data from the Beginning Postsecondary Students Longitudinal Study (BPS), compared to their male counterparts, Black males have the lowest retention and graduation rates among their peers. Given this, using national data from BPS, this article has investigated the personal goals of Black males in community colleges and provided context for how community college officials can use these goals to facilitate Black male academic and psychosocial development. Indeed, this article is …

Creating Conditions Of Mattering To Enhance Persistence For Black Males At An Historically Black University., Robert T. Palmer, Phd, Dina C. Maramba, Phd

Robert T. Palmer, PhD

strong body of research has documented the supportive environments of historically Black colleges and universities (HBCUs), and discussed their impact on facilitating student success. Notwithstanding the consistency of these findings, recent evidence indicates low graduation rates at HBCUs, especially among Black men. Using the voices of four student affairs practitioners and Schlossberg’s theory of marginality and mattering, data from this article suggest that HBCUs could be more proactive in creating conditions of mattering to enhance persistence for Black men. Implications for institutional practice and future research are discussed.

Black Men In College: Implications For Hbcus And Beyond, Robert T. Palmer, Phd, J. Luke Wood, Phd

Robert T. Palmer, PhD

Black Men in College provides vital information about how to effectively support, retain, and graduate Black male undergraduates. This edited collection centers on the notion that Black male collegians are not a homogenous group; rather, they are representative of rarely acknowledged differences that exist among them. This valuable text suggests that understanding these differences is critical to making true in-roads in serving Black men. Chapter contributors describe the diverse challenges Black men in HBCUs face and discuss how to support and retain high-achieving men, gay men, academically unprepared men, low-income men, men in STEM, American immigrants, millennials, collegiate fathers, those …

"Diamond In The Rough:” The Impact Of A Remedial Program On College Access And Opportunity For Black Males At An Historically Black Institution, Robert T. Palmer, Ryan J. Davis

Robert T. Palmer, PhD

Researchers, policymakers, and administrations have shown great concern over the efficacy of college remediation, which has prompted some states to eliminate remedial programs from public 4-year institutions. However, research suggests that eliminating these programs may have unintended consequences on college access and opportunity for underrepresented minority students, particularly African Americans. This study explores the impact of a remedial program on 11 African-American male students at a public 4-year historically Black institution. Findings illuminate the importance of college remediation in promoting college access and opportunity for underprepared Black male students, and how remedial programs increase academic and social integration for these …

Perceptions Of Family Support Among Students Of Color At A Predominantly White University, Dina C. Maramba, Robert T. Palmer

Robert T. Palmer, PhD

The challenge of facilitating the retention and persistence of students of color in higher education continues. While research has focused on internal factors of the college environment important to the success of students of color at predominantly White institutions (PWIs), this qualitative study examines an external factor—family support and its interconnectedness with the success and persistence of students of color. More specifically, the findings emphasize the importance of family support for this population attending PWIs. Implications for practice and future research are offered.

A Contemporary Examination Of Factors Promoting The Academic Success Of Minority Students At A Predominantly White University, Robert T. Palmer, Phd, Dina C. Maramba, Phd, Sharon L. Holmes, Phd

Robert T. Palmer, PhD

Although the numbers of minority students are increasing in higher education, researchers remain concerned about the ability of predominantly White institutions (PWIs) to support and retain these students. Therefore, the purpose of this qualitative study was to explore factors promoting the academic success of minority students at a research intensive PWI. Four themes emerged including the impact of a) student involvement, b) faculty interaction, c) peer support, and c) self-accountability. While this study confirms research about minority students at PWIs, it also provides new insight and provokes questions that warrant further investigation. Implications for practice and research are discussed.

The Impact Of Family Support For African American Males At An Historically Black University: Affirming The Revision Of Tinto’S Theory, Robert T. Palmer, Phd, Ryan J. Davis, Dina C. Maramba, Phd

Robert T. Palmer, PhD

This qualitative study of 11 Black male students, who entered a public historically Black college and university (HBCU) as academically underprepared and persisted to graduation, provides insight into the ways in which family promote academic success for Black male students at a public HBCU. The study’s findings encourage practitioners at HBCUs to reassess the relationship between family involvement and academic success for Black male students. Further, the findings affirm the justification to revise Tinto’s theory of student departure to account for relationships minority students have with support networks outside the campus milieu.

Perceptions Of Family Support Among Students Of Color At A Predominantly White University, Dina C. Maramba, Phd, Robert T. Palmer, Phd

Robert T. Palmer, PhD

No abstract provided.

Using A Tenet Of Critical Theory To Explain The African American Male Achievement Disparity, Robert T. Palmer, Phd, Dina C. Maramba,Phd

Robert T. Palmer, PhD

Although African Americans continue to demonstrate a desire for education, African American male enrollment and completion rates in higher education are dismal when compared to other ethnic groups. Researchers and scholars have noted various theories and philosophies responsible for the academic disengagement of African American males in higher education. This article will provide a new contextual lens for understanding the academic disengagement of African American males using a tenet of Critical Theory as a method to explain the African American male achievement disparity. Additionally, this research offers employable strategies and activities that may encourage African American male achievement.

A Matter Of Diversity, Equity And Necessity: The Tension Between Maryland's Higher Education System And Its Historically Black Institutions Over The Ocr Agreement, Robert T. Palmer, Phd, Ryan J. Davis, Marybeth Gasman, Phd

Robert T. Palmer, PhD

Eighteen years after the Supreme Court rendered its decision in Fordice, many states have complied somewhat or not at all to its mandates. This has been particularly evident in Maryland, where the presidents of historically Black colleges and universities (HBCUs) are pressuring the state to fulfill its commitment with the Office of Civil Rights (OCR), stemming from Fordice, to make HBCUs comparable to their White peers. While Maryland has declared that it has complied with its OCR agreement by preventing unnecessary program duplication between HBCUs and White institutions, investing more money into HBCUs, and increasing racial diversity on all of …

“Cool Posing” On Campus: A Qualitative Study Of Masculinities And Gender Expression Among Black Men At A Private Research Institution., Frank Harris Iii, Robert T. Palmer, Laura E. Struve

Robert T. Palmer, PhD

Using theories and concepts relating to the social construction of Black masculinity and male gender role conflict, the authors explored contextualized meanings of masculinities and corresponding behavioral expressions among 22 Black men enrolled at a private research university. The concepts of toughness, aggressiveness, material wealth, restrictive emotionality, and responsibility underscored the meanings the participants ascribed to masculinities. Participants expressed these concepts behaviorally through their pursuit of leadership and academic success, homophobia, and the fear of femininity, and through the sexist and constrained relationships they experienced with women. Based on the findings, practical implications for supporting the gender identity development and …

A Qualitative Investigation Of Factors Promoting The Retention And Persistence Of Students Of Color In Stem, Robert T. Palmer, Phd, Dina C. Maramba, Phd, T. Elon Dancy, Phd

Robert T. Palmer, PhD

While the literature on science, technology, engineering, and mathematics (STEM) is abound with the importance of increasing college access, retention, and persistence among students because of its implications for America’s global competitiveness, particular emphasis has been placed on students of color. Notwithstanding, students of color remain underrepresented in STEM education. Therefore, increasing access, retention, and persistence for students of color in STEM is not merely a matter of United States’ economic competitiveness, but also a matter of equity. Using in-depth interview methods, this article delineates factors facilitating the retention and persistence of students of color in STEM education at a …