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Dying on the vine: A look at Africa...

Bush, Edward C.

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Dying on the vine: A look at African American student achievement in California community colleges.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Dying on the vine: A look at African American student achievement in California community colleges./
Author:	Bush, Edward C.
Description:	153 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4326.
Contained By:	Dissertation Abstracts International64-12A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3115606

Dying on the vine: A look at African American student achievement in California community colleges.
Bush, Edward C.

Dying on the vine: A look at African American student achievement in California community colleges. - 153 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4326.

Thesis (Ph.D.)--The Claremont Graduate University, 2004.

This quantitative study examined the effects of community college institutional factors on the academic achievement of African American males and their perceptions of their college experience. This study sought to explore these factors by answering the following questions: (1) How are African American males performing in California community colleges? (2) What perceptions do African American males have about institutional support at the community college level? (3) Do institutional factors correlate with African American male achievement? (4) What institutional and non-institutional variables best predict African American male achievement?Subjects--Topical Terms:

1018008
Education, Community College.

Dying on the vine: A look at African American student achievement in California community colleges.
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245 1 0 $a Dying on the vine: A look at African American student achievement in California community colleges.
300 $a 153 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4326.
500 $a Adviser: Bruce Matsui.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2004.
520 $a This quantitative study examined the effects of community college institutional factors on the academic achievement of African American males and their perceptions of their college experience. This study sought to explore these factors by answering the following questions: (1) How are African American males performing in California community colleges? (2) What perceptions do African American males have about institutional support at the community college level? (3) Do institutional factors correlate with African American male achievement? (4) What institutional and non-institutional variables best predict African American male achievement?
520 $a The results of this study surfaced findings that demonstrate that African American men in comparison to other ethnic and gender sub-groups (for both the California community college system and at Riverside Community College) are disproportionately underachieving in all segments of the academic outcomes measured. African American men throughout California's community college system (including Riverside Community College) are the lowest performing subgroup when one considers: percentage of degrees earned, persistence rates, and average cumulative grade point average.
520 $a The analysis of African American men's perceptions of their college experience suggest that African American men have greater amounts of dissatisfaction and do not engage with the various segments of the college when compared to the other subgroups in the study. African American males were more likely not to meet with faculty members or have contact with them outside of the classroom. In fact, when responses from African American men were compared to other subgroups they were: (1) More likely to express boredom in class, (2) were less likely to participate in campus activities, (3) more likely not to participate in the campus orientation process, and (4) had not encountered peers in college that could help them adjust to college.
520 $a In examining the relationship between institutional and non-institutional variables and the achievement rates of African American men, faculty interaction and campus climate emerged as having a stronger relationship than other institutional and non-institutional variables examined. More importantly, faculty interaction predicted if African American male students persisted, transferred, and maintained a higher grade point average at the case institution. The variables associated with campus climate predicted if African American male students transferred, had higher grade point averages, and graduated at higher rates from the case institution.
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791 $a Ph.D.
792 $a 2004
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