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ERIC Number: ED555824
Record Type: Non-Journal
Publication Date: 2013
Pages: 284
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-1129-5
Factors Regarding a Sense of Belonging on a University Campus: Affects on the Success of African American Male Students
Addo-Yobo, Festus
ProQuest LLC, Ph.D. Dissertation, New Mexico State University
This dissertation examines the relationship of African American male undergraduate students from the context of one academic institution in the southwest border region of the United States. It explores the aspect of a sense of belonging on this particular university campus. The multiple mixed simultaneous study was conducted through the development and distribution of a survey to determine African American male undergraduate ideas and view points regarding a sense of belonging on a university campus. The research also included a, focus group consisting of undergraduate African American male students. They provided their perceptions about a sense of belonging on campus. Throughout the literature review a sense of belonging covered topics such as African American views of higher education, African American students and public White state institutions and what a sense of belonging means for these male students. Furthermore, the study also explored issues of sense of belonging for male African American students in reference to the environment and internalized oppression which affects personal behavior. The study also took into consideration issues of critical race theory in relationship to African American male students. Generally, in this mixed simultaneous study, some conclusions to study were mixed. Some African American male undergraduate students felt as outsiders and not welcomed on campus. These students who felt this way also felt that they were not involved with their professors in class which hindered communication. For another group of African America male undergraduate students, there was a general consensus that professors respected their ideas or contributions to class. Furthermore, there was a generalized perception that the ability to get involved in campus wide activities did exist for some of these students. These positive interactions among peers enhanced friendships and fostered networking campus wide. Above all, the institution provided adequate support services the Ethnic programs departments. A number of recommendations resulted from the study. One recommendation suggests that non-African American faculty/staff and students should be encouraged to recognize how important it is to see people differently from them as contributing members in an academic environment. Another recommendation involved the need for the institution to integrate diversity training that impacts culturally diverse campus climate policies and a cultural sensitive system and curriculum. Additionally, the institution needs to recruit and retain faculty/staff of color as well as support students of color for providing administrators and financial assistance to ethnic program departments. The support also includes the development of one stop shop center in each academic college. Other recommendations also include the development of a partnership between the Human Resource Departments and the Diversity Committee as well as the implementation of strategies that promote social and academic engagement with university personnel. The study also outlined research recommendations that included initiating a qualitative study of African American student organization leaders. The study also recommends a mix method research project regarding the sense of belonging of undergraduate African American female students. Significant research is also important in assessing the role a sense of belonging plays in retaining African American students in college. Lastly, a mix method study could be developed to explore the range of "connection" administrators have with African American values. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A