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First-Year Experience in Higher Educ...

Johnson, Kimberley.

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First-Year Experience in Higher Education: Institutional Practices and African American Students' Persistence.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	First-Year Experience in Higher Education: Institutional Practices and African American Students' Persistence./
作者:	Johnson, Kimberley.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	143 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10785711
ISBN:	9780355832860

First-Year Experience in Higher Education: Institutional Practices and African American Students' Persistence.
Johnson, Kimberley.

First-Year Experience in Higher Education: Institutional Practices and African American Students' Persistence. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 143 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Arkansas State University, 2018.

Institutions of higher education must include policy-informing research into their long-term retention planning to improve institutional practices regarding student support and persistence (Bean, 2001; Kuh, 2006; Brown, 2015). This information is needed to make institutions of higher education aware of how student characteristics interact with the institutional environment, thus creating positive or negative attitudes about the educational experience, which lead to student persistence or departure from the institutional setting (Bean, 2001; Hossler, 2005; Perna, 2006).

ISBN: 9780355832860Subjects--Topical Terms:

641065
Higher education.

First-Year Experience in Higher Education: Institutional Practices and African American Students' Persistence.
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520 $a This quantitative study evaluated the perceived effectiveness of institutional practices to foster an environment that is conducive to student development, academic achievement, and persistence of African American students in higher education (Braxton, 2000; Kuh, 2006; Foster, 2015; Harper, 2009; Kalsbeek, 2013). The study consists of six public, four-year institutions, including two Historically Black Colleges and Universities and four Predominantly White Institutions to gather data regarding African American students' perception of their academic and social transition, institutional practices and support, student engagement, and college satisfaction. The Statistical Package for Social Sciences (SPSS) was utilized in this study and data was analyzed using descriptive statistics and the Pearson Chi Square statistic to provide a comprehensive picture of institutional policies and practices that support African American students' persistence in higher education.
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