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ERIC Number: ED543510
Record Type: Non-Journal
Publication Date: 2009
Pages: 157
Abstractor: As Provided
Reference Count: 200
Noncognitive Variables and Their Impact on Enrollment of African American Males in Higher Education
Brown, Alanka P.
Online Submission, Ed.D. Dissertation, Nova Southeastern University
The purpose of this study was to identify the nonacademic reasons that preclude African American males from enrolling in college after high school completion. The examination of this study evolved as a result of an abundance of African American males choosing not to enroll in college after completing high school. A mixed-methods research design was utilized to answer the 6 research questions posed in this study. Within the 6 research questions, 4 were quantitative and 2 were qualitative. The quantitative questions were hypothesized to test the predictive value of certain demographic variables that garner college enrollment statistically. Participants in the study included 22 African American male high school seniors who had chosen not to enroll in college after high school completion and 22 African American male high school seniors who had chosen to enroll in college after high school completion. Data were collected from both groups using a survey instrument and structured interviews. Findings revealed the results of the dissertation implementation were consistent with the answers to the research questions and hypotheses. It was apparent that the (a) lack of a significant male role model and (b) insufficient school preparation considerably hindered the college enrollment of African American males. Additional findings in the study revealed (a) lack of finances, (b) lack of self-confidence, (c) lack of family support and influence, and (d) military as other prominent noncognitive variables that prevented African American males from stepping foot on a college campus. Further, the research indicated that, in order for more African American males to pursue a higher education after high school completion, high schools need to provide (a) assistance with the financial-aid process, (b) campus mentoring programs, (c) American College Admissions Test and Student Assessment Test preparation assistance, and (d) career guidance. The following are appended: (1) "I Was Cool" ; (2) Student Attribution Survey; (3) Student Perception Interview Protocol; and (4) Matrix of Participants' Responses to Interview Questions 1-6. (Contains 16 tables.)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research; Tests/Questionnaires
Education Level: Grade 12; High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: ACT Assessment; SAT (College Admission Test)