東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Black Male Students' Community Colle...

Jones, Maisha N.

FindBook

Google Book

Amazon

博客來

Black Male Students' Community College Experiences.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Black Male Students' Community College Experiences./
作者:	Jones, Maisha N.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	175 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10822801
ISBN:	9780438209480

Black Male Students' Community College Experiences.
Jones, Maisha N.

Black Male Students' Community College Experiences. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 175 p.

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ed.D.)--California State University, Long Beach, 2018.

Contrary to the rhetoric around a post-racial United States, Black male students are not experiencing equitable outcomes in higher education. Community colleges are a critical access point to higher education for Black males; however, they are not graduating, transferring, or entering the workforce at an acceptable pace. The purpose of this qualitative study is to explore Black male students' perceptions of their community college experience. The Five Domains Conceptual Model is a holistic framework utilized to address inequitable outcomes for Black males in community colleges. A constructivist approach to this qualitative inquiry reveals unique strengths and challenges of 17 Black male students as they navigate the community college environment for success. Findings from this study illuminate the importance of human agency (e.g., background factors, self-efficacy, and aspirations) coupled with institutional responsibility (e.g., faculty engagement, campus climate, and campus resources) to improve academic outcomes for this disproportionately impacted student group. Recommendations for addressing inequitable outcomes for Black male students include policy to sustain funding for Black Male Initiatives, equity-minded practices for faculty hiring and professional development, and future research that extends this inquiry to other marginalized student populations.

ISBN: 9780438209480Subjects--Topical Terms:

641065
Higher education.

Black Male Students' Community College Experiences.
LDR:02363nmm a2200325 4500 001 2163373
005 20181022132249.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780438209480
035 $a (MiAaPQ)AAI10822801
035 $a (MiAaPQ)csulb:12453
035 $a AAI10822801
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jones, Maisha N. $3 3351392
245 1 0 $a Black Male Students' Community College Experiences.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 175 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Adviser: Shametrice Davis.
502 $a Thesis (Ed.D.)--California State University, Long Beach, 2018.
520 $a Contrary to the rhetoric around a post-racial United States, Black male students are not experiencing equitable outcomes in higher education. Community colleges are a critical access point to higher education for Black males; however, they are not graduating, transferring, or entering the workforce at an acceptable pace. The purpose of this qualitative study is to explore Black male students' perceptions of their community college experience. The Five Domains Conceptual Model is a holistic framework utilized to address inequitable outcomes for Black males in community colleges. A constructivist approach to this qualitative inquiry reveals unique strengths and challenges of 17 Black male students as they navigate the community college environment for success. Findings from this study illuminate the importance of human agency (e.g., background factors, self-efficacy, and aspirations) coupled with institutional responsibility (e.g., faculty engagement, campus climate, and campus resources) to improve academic outcomes for this disproportionately impacted student group. Recommendations for addressing inequitable outcomes for Black male students include policy to sustain funding for Black Male Initiatives, equity-minded practices for faculty hiring and professional development, and future research that extends this inquiry to other marginalized student populations.
590 $a School code: 6080.
650 4 $a Higher education. $3 641065
650 4 $a Community college education. $3 2122836
650 4 $a Black studies. $3 2122689
650 4 $a Gender studies. $3 2122708
690 $a 0745
690 $a 0275
690 $a 0325
690 $a 0733
710 2 $a California State University, Long Beach. $b Educational Leadership. $3 2102862
773 0 $t Dissertation Abstracts International $g 79-12A(E).
790 $a 6080
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10822801