Browsing by Subject "Texas community colleges"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item A multi-level case study analysis of campus-based male initiatives programs and practices and the impact of participation on the perceptions of first-year African American male community college students in Texas(2009-05) Dabney-Smith, Valschkia Lisette; Bumphus, Walter G.; Roueche, John E.This study examined the differences in engagement among entering African American male students at two community colleges in the State of Texas. Three research questions provided the foundation for this study: (1) Is there a significant difference in the engagement levels among first-year male community college students by age group, (2) From the African American male students’ perspective, what are the specific educational programs and institutional practices that supported their retention and persistence during the first semester of enrollment in a two-year institution; and (3) In the case of the African American male students, what organizational and institutional factors influenced their decision to enroll for a second semester at a two-year institution? The series of research questions developed for this study were tested using survey research, casestudy analysis, and qualitative research. The descriptive analyses were conducted using a sample of the data collected from the 22 institutions selected to participate in the Survey of Entering Students Engagement (SENSE) pilot survey. The Statistical Package for Social Sciences (SPSS) was used to compile the frequency statistics and one-way Analysis of Variance (ANOVA) for the 781 African American male study respondents. The effect size (Eta-Squared) was also calculated to identify relative magnitude of the difference between means that were found in the ANOVA results. The researcher also conducted focus groups and in-depth interviews with first-year African American male students who enrolled in a community college. The results of this study indicated there were statistically significant differences among first-year African American male community college students by age group. The results also showed that African American male students who were involved in campus-based initiatives at their community college had higher levels of satisfaction during their first academic term. Finally, several of the focus group and individual interview participants indicated their participation in gender-specific programs influenced their decision to enroll for a second semester at a two-year institution.Item Noncognitive predictors of academic success and persistence for Hispanic American/first year college students at selected community colleges in West Texas(2006-05) Carter, L. Randy; Lan, William; Butner, Bonita K.; Murray, John P.Hispanic American students represent 9.5% of the total student population in higher education. This is the third lowest rate of participation for any of the underrepresented groups. Hispanic Americans face several unique barriers to academic attainment as compared to other groups on predominantly White college campuses. Aside from gaining access to higher education, the greatest challenges for Hispanic students include a lack of family support; low socioeconomic status; cultural disconnect with the educational system; a lack of academic preparation; and a lack of Hispanic peers/role models on campus. Despite these barriers, Hispanic students can and do succeed. Although a growing body of research on college persistence for the underrepresented groups (Hispanic American, African American, and Native American) does exist, more research is needed to determine the variables which promote academic success and retention for the students in these cohorts. Noncognitive variables have been shown to be valid predictors of success for some minority student groups, low-income, first-generation, adult students, and students who are specially admitted (Ting & Sedlacek, 2000). Rendon (1995) maintains that college persistence for minority students depends on two critical phases—making the transition to college and making connections while in college. For them it means changing identity, being perceived as different, leaving friends and families, and living in two culturally different worlds. Barriers to minority student persistence involve both student and institutional factors. Student barriers include a lack of economic resources, poor academic preparation, tentative or unclear academic goals, low self-efficacy, and a minimal understanding of the higher education system. Institutional barriers to minority student persistence include a failure by many institutions to welcome and accommodate students from diverse backgrounds; a lack of minority faculty and staff; Anglo-centered college curriculums at many institutions; an emphasis on competitive rather than cooperative learning methods; a lack of quality faculty-student relationships; the expectation that minority students will conform or fit a mold; and the institutional climate may be perceived as racist or indifferent to minority students (Rendon, 1995). The purpose of this study was to determine whether a relationship exists between a set of 12 noncognitive variables and the cumulative grade point average (GPA) and persistence rates of Hispanic American/first-year college students at two community colleges in West Texas. Seven of the factors are based on Sedlacek’s model of eight noncognitive variables (e.g., Tracey and Sedlacek, 1984 and Sedlacek, 2004). The other five variables relate to students’ perceptions of the campus racial climate. Rendon (1996) and Hurtado (1994), among others, highlight the importance of the campus racial climate for the educational attainment of Hispanic students. These five come from a set of eleven variables which relate to students’ perceptions of the campus racial climate from Sedlacek, Helm, and Prieto (1997) and Helm, Sedlacek, and Prieto (1998). The instrument for this study was composed of two parts, the Noncognitive Questionnaire (NCQ) and a Campus Climate Survey (CCS). The study focused on freshman to sophomore (year-to-year) persistence and first-year cumulative GPA. The sample for this study (N = 115) was comprised of first-year freshman level Hispanic college students enrolled at two public community colleges in West Texas. Results from the multiple regression analysis for all cases indicated that one of the independent variables, successful leadership experience, was significantly related to the students’ cumulative GPA. The same variable, successful leadership experience, was also shown to be significantly related to students’ cumulative GPA for the female respondents (N = 70). None of the 12 independent variables were found to be significantly related to the Hispanic males’ cumulative GPA. Results of the discriminant analysis showed that none of the 12 independent variables were significantly related to student year-to-year persistence, for the group as a whole or after the cases were split into male and female groups.Item Noncognitive predictors of academic success and persistence for Hispanic American/first year college students at selected community colleges in West Texas(Texas Tech University, 2006-05) Carter, L. Randy; Butner, Bonita K.; Lan, William; Murray, John P.Hispanic American students represent 9.5% of the total student population in higher education. This is the third lowest rate of participation for any of the underrepresented groups. Hispanic Americans face several unique barriers to academic attainment as compared to other groups on predominantly White college campuses. Aside from gaining access to higher education, the greatest challenges for Hispanic students include a lack of family support; low socioeconomic status; cultural disconnect with the educational system; a lack of academic preparation; and a lack of Hispanic peers/role models on campus. Despite these barriers, Hispanic students can and do succeed. Although a growing body of research on college persistence for the underrepresented groups (Hispanic American, African American, and Native American) does exist, more research is needed to determine the variables which promote academic success and retention for the students in these cohorts. Noncognitive variables have been shown to be valid predictors of success for some minority student groups, low-income, first-generation, adult students, and students who are specially admitted (Ting & Sedlacek, 2000). Rendon (1995) maintains that college persistence for minority students depends on two critical phases—making the transition to college and making connections while in college. For them it means changing identity, being perceived as different, leaving friends and families, and living in two culturally different worlds. Barriers to minority student persistence involve both student and institutional factors. Student barriers include a lack of economic resources, poor academic preparation, tentative or unclear academic goals, low self-efficacy, and a minimal understanding of the higher education system. Institutional barriers to minority student persistence include a failure by many institutions to welcome and accommodate students from diverse backgrounds; a lack of minority faculty and staff; Anglo-centered college curriculums at many institutions; an emphasis on competitive rather than cooperative learning methods; a lack of quality faculty-student relationships; the expectation that minority students will conform or fit a mold; and the institutional climate may be perceived as racist or indifferent to minority students (Rendon, 1995). The purpose of this study was to determine whether a relationship exists between a set of 12 noncognitive variables and the cumulative grade point average (GPA) and persistence rates of Hispanic American/first-year college students at two community colleges in West Texas. Seven of the factors are based on Sedlacek’s model of eight noncognitive variables (e.g., Tracey and Sedlacek, 1984 and Sedlacek, 2004). The other five variables relate to students’ perceptions of the campus racial climate. Rendon (1996) and Hurtado (1994), among others, highlight the importance of the campus racial climate for the educational attainment of Hispanic students. These five come from a set of eleven variables which relate to students’ perceptions of the campus racial climate from Sedlacek, Helm, and Prieto (1997) and Helm, Sedlacek, and Prieto (1998). The instrument for this study was composed of two parts, the Noncognitive Questionnaire (NCQ) and a Campus Climate Survey (CCS). The study focused on freshman to sophomore (year-to-year) persistence and first-year cumulative GPA. The sample for this study (N = 115) was comprised of first-year freshman level Hispanic college students enrolled at two public community colleges in West Texas. Results from the multiple regression analysis for all cases indicated that one of the independent variables, successful leadership experience, was significantly related to the students’ cumulative GPA. The same variable, successful leadership experience, was also shown to be significantly related to students’ cumulative GPA for the female respondents (N = 70). None of the 12 independent variables were found to be significantly related to the Hispanic males’ cumulative GPA. Results of the discriminant analysis showed that none of the 12 independent variables were significantly related to student year-to-year persistence, for the group as a whole or after the cases were split into male and female groups.