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A comparative study of the effects o...

Sanon-Jules, Lisa Brockenbrough.

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A comparative study of the effects of parental level of education on the quality of effort invested among first and second-generation African American college students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A comparative study of the effects of parental level of education on the quality of effort invested among first and second-generation African American college students./
作者:	Sanon-Jules, Lisa Brockenbrough.
面頁冊數:	125 p.
附註:	Adviser: James Giarelli.
Contained By:	Dissertation Abstracts International67-10A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3238396
ISBN:	9780542926006

A comparative study of the effects of parental level of education on the quality of effort invested among first and second-generation African American college students.
Sanon-Jules, Lisa Brockenbrough.

A comparative study of the effects of parental level of education on the quality of effort invested among first and second-generation African American college students. - 125 p.

Adviser: James Giarelli.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2006.

The present study examined the effects of social capital by investigating the relationship between Quality of Effort (QE) and Perception of the College Environment (PCE) among first and second-generation African American students. Tinto's (1993) retention model posits that departure decisions are dependent upon individual student experiences within the institution and previous research concludes that first-generation and minority students are at an increased risk of dropping out of college during the first year (Inman & Mayes, 1999). This research examines the impact of parental level of education on the collegiate experience of African American students.

ISBN: 9780542926006Subjects--Topical Terms:

1017673
Black Studies.

A comparative study of the effects of parental level of education on the quality of effort invested among first and second-generation African American college students.
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245 1 2 $a A comparative study of the effects of parental level of education on the quality of effort invested among first and second-generation African American college students.
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500 $a Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3752.
502 $a Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2006.
520 $a The present study examined the effects of social capital by investigating the relationship between Quality of Effort (QE) and Perception of the College Environment (PCE) among first and second-generation African American students. Tinto's (1993) retention model posits that departure decisions are dependent upon individual student experiences within the institution and previous research concludes that first-generation and minority students are at an increased risk of dropping out of college during the first year (Inman & Mayes, 1999). This research examines the impact of parental level of education on the collegiate experience of African American students.
520 $a National data front the fourth edition of the College Student Experiences Questionnaire (CSEQ) was stratified to collect a sample of 1160 first-year first and second-generation students who self-identified as African American/Black in four year Predominately White Institutions (PWIs). Research questions explored (a) the relationship between PCE and QE; (b) the relationship between parental level of education and the students' perception of the college environment; (c) the relationship between generational status and perception of the environment's vocational and practical emphasis; and (d) the relationship between the amount of effort students expended toward activities associated with success in college and anticipated second semester grades.
520 $a Parental level of education was found to be a cause of within group differences among African American students. The majority of correlations between the PCE and QE scales were positive, with the majority of significant differences occurring on the library experiences scales. T-tests revealed that second-generation students in the study perceived a greater emphasis on the development of relationships with other students, groups and activities, and a greater emphasis on the development of analytical, critical and evaluative skills than their counterparts. However, no differences were found between first and second-generation students in their relationships with faculty or in their perceptions of the college environment's emphasis on developing vocational and practical skills. Finally, correlations revealed that neither first nor second-generation African American students indicated a relationship between the amount of effort invested into activities linked with academic success and their anticipated grades.
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