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African American Students’ Experiences, Achievement And Outcomes; Examined Through The Lenses Of Teacher Expectations, Racial Congruence And Stereotype Threat, Carla Postell
Dissertations
The phenomenological study examined the retrospective perceptions of academic experiences and outcomes of 13 African American full or part-time college students enrolled in either a community college or university located in an urban area. For the purpose of this study, educational experiences are defined as self-reported academic achievements and perceived success levels attained by participants during high school. Academic outcomes are the self-reported academic achievement and success level attained at their colleges and universities. The researcher interviewed participants, using a one-on-one interview process to conduct the interviews.
This study examined influences of race congruence between students and teachers. This topic …
African American Student Retention: A Study Of The Effects Of An Intrusive Advising Intervention At A Career College, Deanna R. Burt
African American Student Retention: A Study Of The Effects Of An Intrusive Advising Intervention At A Career College, Deanna R. Burt
Dissertations
This casestudy integrates mixed methodologies to examine the retention effects of an "intrusive advising" intervention using two groups of at-risk, first-time, first-year, African American students enrolled in a predominantly-White, career ("proprietary") college. By design, the study uses data from mixed sources to respond to the overarching research question, "How does intrusive advising influence the retention of African American students who are at risk of attrition?"
Quantitative data was collected and analyzed using a quasi-experimental research design methodology. Qualitative data was collected and analyzed from focus groups, personal interviews, and field notes as a means to provide deeper understanding of the …