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ERIC Number: ED542394
Record Type: Non-Journal
Publication Date: 2012
Pages: 233
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2673-6710-5
ISSN: N/A
A Descriptive Study of African American Male Students at Peaks University
Patton, Jamie S.
ProQuest LLC, Ed.D. Dissertation, Northern Arizona University
As the governing board is calling for increased persistence and graduation rates, Peaks University (a pseudonym) in the southwestern United States will need to incorporate strategies to improve the perseverance to graduation of specific student groups including African American males. In a state where "Hispanics constitute 25 percent and Whites 63 percent of the population and the remaining 12 percent is made up of African American, Asian/Asian Pacific American, Native American, or other racial or ethnic groups" (Jones & Hotep, 2006, p. 311), there is already a small number of African American males in the state that are prepared to enter institutions of higher education. This descriptive research ascertains and provides insight into what factors are critical to the success of this population of students, their subsequent connections, and ultimately their retention at Peaks. While first year student enrollment at Peaks University in the southwestern United States is at an all-time high, the focus now shifts to retaining and ensuring that students are progressing from their first year to graduation. Between 2004 and 2010 first time African American students have been retained, on average, at a rate of 66%. In the last three cohort years, first-time, full time, main campus, African American males have been retained at higher rates. Specifically this group of students has been retained at a rate of, 68.3% of the 2008 cohort, 86.9% of the 2009 cohort, and 67.8% of the 2010 cohort. The focus of this research was to describe the experiences of African American male students at this predominantly White institution of higher education who had earned at least 30 credit hours and begun at Peaks University as first-time freshmen. Through a triangulated mixed-method research design, the researcher used an electronic survey and a follow-up in-person interview. Forty-six electronic surveys were completed and seven students were interviewed. The results of this research were also consistent with the literature of Harper, Cuyjet, Tierney, Pewewardy, Frey, and Davis and others who discuss the myriad of experiences of African American students in higher education. The findings of this research generated several recommendations for practice. Some of the recommendations included: creating an additional pre-first semester retreat for incoming African American male students, enhancing specific supplemental information for the families of African American male students, supporting a student group for African American male students, and improve existing opportunities for all students at Peaks University to discuss university values and issues of racism and racial discrimination. In addition, the researcher provides several recommendations for future research. Ultimately, to continue to ensure that Peaks University provides a rounded and diversified student experience it is imperative that African American males are represented in the student body, as this allows for dialogue among students of different backgrounds and has the ability to transform the educational experience of those who engage at Peaks University. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A