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African American undergraduate engin...

Brown, Arvella Ramona.

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African American undergraduate engineering student perceptions of the campus climate and institutional graduation rates.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	African American undergraduate engineering student perceptions of the campus climate and institutional graduation rates./
作者:	Brown, Arvella Ramona.
面頁冊數:	405 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4380.
Contained By:	Dissertation Abstracts International64-12A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3117834

African American undergraduate engineering student perceptions of the campus climate and institutional graduation rates.
Brown, Arvella Ramona.

African American undergraduate engineering student perceptions of the campus climate and institutional graduation rates. - 405 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4380.

Thesis (Ed.D.)--Columbia University Teachers College, 2004.

This study investigated African American undergraduate engineering student perceptions of institutional and personal/social campus climate factors to determine how these perceptions influence their academic experiences and institutional graduation rates. Background information is presented on the national problems of low enrollments and graduation rates of these students.Subjects--Topical Terms:

543175
Education, Higher.

African American undergraduate engineering student perceptions of the campus climate and institutional graduation rates.
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245 1 0 $a African American undergraduate engineering student perceptions of the campus climate and institutional graduation rates.
300 $a 405 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4380.
500 $a Sponsor: Lee Knefelkamp.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2004.
520 $a This study investigated African American undergraduate engineering student perceptions of institutional and personal/social campus climate factors to determine how these perceptions influence their academic experiences and institutional graduation rates. Background information is presented on the national problems of low enrollments and graduation rates of these students.
520 $a In examining perceptions of the campus climate, the theoretical model that underpinned the present study was based on person-environment interaction theory. Data collection was accomplished through use of a quantitative and qualitative survey instrument, with a national sample of subjects. Data were collected on student perceptions of institutional climate factors and personal/social climate factors. In addition, data were collected on the demographic variables of institution attended, gender, enrollment classification, enrollment status, current grade point average, and level of parental education.
520 $a Part One of the study examined student perceptions of institutional and personal/social campus climate factors by students' demographic characteristics. Part Two investigated interrelationships between or among student perceptions of the previously outlined campus climate factors to determine the level of consistency in student responses. Part Three investigated relationships between or among student perceptions of campus climate variables, institutional graduation rates, and institutional academic selectivity categories.
520 $a Statistical analyses were used to analyze the sample population's responses in each part of the study.
520 $a Perceptions of personal/social and institutional campus climate variables were found to be largely positive, refuting much of the literature. However, perceptions of racism and discrimination were not as positive as perceptions of other climate variables. In many cases, important differences were found in perceptions between demographic groups in the sample, and the implications of these differences are discussed. In general, a high degree of correlation was observed among student perceptions of different climate variables. Investigation of institutional graduation rates by institutional academic selectivity category revealed higher graduation rates at the more selective institutions and at historically Black colleges and universities (HBCUs). These institutions also generally had more favorable perceptions of climate, and HBCU students, overall, had higher grade point averages. Statistically significant relationships were found between graduation rates and student perceptions for the climate variables of racism and discrimination and institutional commitment.
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