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Dissertation
Too important to fail: assessing the role of a first year experience program in the persistence of African American males at a predominantly white university
Doctor of Education (Ed.D.), Drexel University
May 2016
DOI:
https://doi.org/10.17918/etd-6889
Abstract
Continued research on the first-year experience of African American male students entering institutions of higher learning is necessary and can provide a deeper look at institutional and individual factors that African American male students may encounter, and impact their academic success. Understanding the issues that affect African American male college students from achieving academic success in their first year of college is important. The role of the first year experience program in African American male college student persistence is discussed in this research study. This mixed-methods dissertation case study attempted to capture the lived experiences of and identify the issues that African American men face(d) during their participation in a first year experience program at a predominantly white institution. This study examined what impact participation in a First Year Experience program at a predominantly white institution had on African American male persistence. The quantitative data collected was used to support the qualitative findings. Three major findings include: a) nurturing self actualizing program design, b) nurturing campus environment, and c) nurturing support, both peer and faculty/staff, helped African American males to persist. The findings highlight both present and future challenges faced by African American males at predominantly white institutions and how participation in FYE program can curtail some of these barriers.
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Details
- Title
- Too important to fail
- Creators
- Craig A. Smith - DU
- Contributors
- Kristine S. Lewis Grant (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- iv, 153 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6889; 991014632271504721