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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.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	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./
Author:	Sanon-Jules, Lisa Brockenbrough.
Description:	125 p.
Notes:	Adviser: James Giarelli.
Contained By:	Dissertation Abstracts International67-10A.
Subject:	Black Studies. -
Online resource:	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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035 $a (UnM)AAI3238396
035 $a AAI3238396
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100 1 $a Sanon-Jules, Lisa Brockenbrough. $3 1295971
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.
300 $a 125 p.
500 $a Adviser: James Giarelli.
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.
590 $a School code: 0190.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Philosophy of. $3 783746
650 4 $a Education, Sociology of. $3 626654
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690 $a 0340
690 $a 0745
690 $a 0998
710 2 0 $a Rutgers The State University of New Jersey - New Brunswick. $3 1017590
773 0 $t Dissertation Abstracts International $g 67-10A.
790 $a 0190
790 1 0 $a Giarelli, James, $e advisor
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3238396