Education Commons^™

What Keeps Us Here? Perceptions Of Workplace Supervision Among African American Men In Student Affairs, Todd C. Jenkins Jr.

Graduate Theses and Dissertations

African American male professionals continue to be lower in numbers in the workplace across the United States compared to their White counterparts. However, the division of student affairs and student services of higher education institutions continue to serve as a gate way for African American men to serve as administrators. Several higher education institutions and sectors continue to invest in the recruitment and retention for African American male professionals, and research has shown that supervision is the key to employee professional development, performance, and success. The purpose of this study was to gain an understanding of African American male professionals’ …

Recruitment And Retention Of Kindergarten Through Grade 12 African American Male Educators In Rural Environments, Shannon Tre'mario Jernell Lewis

Graduate Theses and Dissertations

African American male teachers represent a disproportionately low number of educators in the American public school system. This lack of representation has implications for understanding, interacting with and educating the growing population of students of African descent in public schools. In addition, all students benefit from experiencing African American males in classrooms for cultural and educational reasons. For these reasons, recruiting and retaining African American males for careers in education is imperative.

This dissertation investigated the reasons African American males do not select careers in education given the history of this career and its prominence for people of African descent. …

Exploring First Generation African American Graduate Students: Motivating Factors For Pursuing A Doctoral Degree, Stephanie G. Adams

Graduate Theses and Dissertations

The purpose for conducting the study was to examine the factors that motivate African-American first-generation students to pursue doctoral education at a four-year public university. There has been little research on the influence academic or non-academic factors have on first-generation graduate student motivation. Similarly, little research exists that explored how factors might vary by ethnicity. Based on the projected increase of post-baccalaureate enrollment each year (Aud, Hussar, Planty, Snyder, Bianco, Fox, Frohlich, Kemp, Drake, 2010), first-generation African-Americans will become more interested in attending graduate school. It is important to gain a better understanding of the factors and influences that impact …