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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 …
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, …
Challenges To Student Success In An Introductory Music Theory I Course, Megan Darby
Challenges To Student Success In An Introductory Music Theory I Course, Megan Darby
Walden Dissertations and Doctoral Studies
A state college in the mid-Atlantic United States requires a music theory course for 4 of its undergraduate music programs. In the 6 years prior to this study, students had difficulty with the course, with many failing or withdrawing. Tinto's theory of student retention served as the foundation of the conceptual framework for this study, the purpose of which was to identify challenges to successfully completing the course. This purpose was reflected in the study's driving research question focused on students' experiences regarding challenges to success. In this instrumental case study, 12 students and 2 instructors participated in individual interviews, …
Effect Of Response To Intervention On Developmental Education Students' Persistence, Retention, And Completion, Cheryl Garayta
Effect Of Response To Intervention On Developmental Education Students' Persistence, Retention, And Completion, Cheryl Garayta
Walden Dissertations and Doctoral Studies
In 2012, national rates of degree or certificate completion for students beginning college in developmental education courses were 35%. At a Midwestern state community college completion rates were even lower, with only 27% of developmental reading/writing (DRW) students completing their program. Therefore, the purpose of this causal- comparative study was to compare success rates for DRW students beginning college in a multileveled (MLI) program and in a response to intervention (RtI) based program. The MLI program was grounded in a scaffolded learning framework, and the RtI program was grounded in a transformative learning framework. Four research questions were posited to …
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 …