Satisfaction and Retention Among African American Men at Two-Year Community Colleges

Abstract

A large majority of African American males begin their postsecondary education careers at two-year community colleges. Prior research has focused largely on Black students at four-year institutions, and even theoretical work has assumed that influences on retention are the same at two-year and four-year institutions. Drawing on Tinto's (1993) retention theory and Astin's (1993) input-environment-outcome (IEO) model, this study estimated the impact of academic and social integration on retention—controlling for an array of intervening variables—based on a sample of African American males who responded to the Community College Student Experiences Questionnaire. Findings suggest a statistical link between social integration and satisfaction in college; factors explained approximately 27% of the variance in the dependent variable. Implications for future policy and practice are highlighted.