Retention Of African-American Students Research Articles

African American Student Success and First-Year Seminars:

The purpose of this study was to examine the retention and academic performance of African American students who participate in a first-year seminar course and persist past the first year of college compared to those who do not participate in the course. Higher education scholars point to first-year seminars as means of increasing retention or persistence from first to second year (Jaijairam, 2016). It is also salient to note the body of literature conveys that African American students are retained at a lower rate than their White counterparts (Johnson, 2013). These factors present a unique opportunity to explore approaches to retention past the first year of college that may positively affect African American students. This quantitative study sought to uncover the impact of a first-year seminar course on the retention of African American students past their first year at one urban university in the Northeast region of the United States.

African American Students, Retention, and Team-Based Learning

This article reviews the literature on retention of African American students at predominately White institutions (PWIs). A focus on current trends in Kentucky colleges and universities outlines regional retention characteristics. With the popularity of team-based learning pedagogy, the author addresses the need for research using team-based learning with African American students attending PWIs. Research suggests retention of African American students can be undermined with pedagogy that is void of cultural sensitivity. The challenges of using team-based learning with African American students attending PWIs are outlined including feelings of isolation of African American students in White team-based learning groups, omission of African American students from relevant group work, discomfort of students with students of differing race/ethnicity, and the effect on group educational experience as a result of student discomfort. Last, recommendations are made for the use of team-based learning with African American students attending PWIs.

Foreword: The Impact of Media on Black Male Scholar Identity Development

4 | BLACK HISTORY BULLETIN Vol. 77, No. 1 77 No.1 FOREWORD: THE IMPACT OF MEDIA ON BLACK MALE SCHOLAR IDENTITY DEVELOPMENT By Alicia L. Moore and La Vonne I. Neal “We co-habit this world with the ghosts of our histories.”1 The history of the struggle for scholar identity development of African Americans includes movements (e.g., the Niagara Movement); legislation (e.g., civil rights); court decisions (e.g., Brown v. Board), and executive orders (e.g., the White House Initiative on Educational Excellence for African Americans). Executive Order White House Initiative on Educational Excellence for African Americans President Barack Obama To reach the ambitious education goals we have set for our Nation, as well as to ensure equality of access and opportunity for all, we must provide the support that will enable African American students to improve their level of educational achievement through rigorous and well-rounded academic and support services that will prepare them for college, a career, and a lifetime of learning.2 How do we transition from mis-education of African Americans to sparking genius and developing scholar identity? How do we counter hundreds of years of false narratives regarding intellectual capacity? We remain haunted by the narrative of Frederick Douglass, who in 1845 wrote about how his life depended on hiding his scholar identity. It was necessary to keep our religious masters at St. Michael’s unacquainted with the fact, that, instead of spending the Sabbath in wrestling, boxing, and drinking whisky, we were trying to learn how to read the will of God; for they had much rather see us engaged in those degrading sports, than to see us behaving like intellectual, moral, and accountable beings.3 Media sometimes conjures ghosts that continue to haunt African Americans in the twenty-first century by forming a public curriculum on diversity. Carlos E. Cortes noted that we “use the term ‘media’ in a comprehensive sense to mean all of the major forms of media including newspapers, magazines, film, television, radio, and the new cybermedia.”4 How do we counter the public curriculum of African American male scholar identity that has fragmented images of success? For this special issue, co-guest editors Chance W. Lewis and Jerlando F. L. Jackson feature four research studies by African American scholars that contribute to the canon for Black male scholar identity development. Their research studies provide data for counternarratives to the negative media portrayal of African Americans. Using qualitative and quantitative analyses, these scholars discuss (1) how to cultivate student identity development curriculum, (2) Black male students’perspectivesofmedia,(3)Blackscholaridentity development, and (4) the effects of online education on African American students’ perceived learning. Additionally, we have designed one companion lesson plan that complements the studies. Grounded in critical pedagogy, the lesson plan that follows guides students to determine how media can create racialized narratives that confirm and reinforce stereotypes of Black males. Inspired by the authors who contributed to this special issue, we conclude with a tweet—“Disrupt the school-to-prison pipeline by sparking genius.” BLACK HISTORY BULLETIN Vol. 77, No. 1 | 5 77 No.1 Notes 1. Mark. Angela Y. Davis, “Keynote Address NAME conference” (speech, Oakland, CA November 9, 2013). 2. President Barack Obama, “White House Initiative on Educational Excellence for African Americans” (2013). 3. Frederick Douglass, Narrative of the Life of Frederick Douglass (New York: Dover, 1845), 45. 4. Carlos E. Cortes, The Children are Watching: How the Media Teach about Diversity (New York: Teachers College Press, 2000), xvii. Teacher Resources Publications 1. Jason Hayes, Manjah Fernandez, Aaron Bowser, and La Vonne I. Neal, “A Razorsharp Analysis of the Movie Barbershop,” Multicultural Education, Winter 2002, 61. 2. Gwendolyn Y. Cartledge, Ralph Gardner III, & Donna Y. Ford, Diverse Learners with Exceptionalities Culturally Responsive Teaching in the Inclusive Classroom (Upper Saddle River: Pearson, 2008). 3. Donna Y. Ford, The Recruitment and Retention of African-American Students in Gifted Education Programs: Implications and Recommendations (Darby: Diane Publishing Company, 1994). 4. Donna Y. Ford, Reversing Underachievement Among Gifted Black Students, 2nd ed. (Waco: Prufrock Press, 2010). 5. Donna Y. Ford, Multicultural Gifted Education, 2nd ed. (Waco: Prufrock Press, 2011). 6. Henry Louis Gates, In Search of our Roots...

Mitigating race: Understanding the role of social connectedness and sense of belonging in African–American student retention in hospitality programs

Given the shifting demographic composition of the U.S., and the need to have qualified ethnic minority professionals serving diverse communities in the hospitality industry, retention and matriculation of ethnic minority students are of paramount importance. Since many predominately White institutions (PWIs) experience challenges retaining these students, this exploratory study sought to better understand how social connectedness related to retaining African–American students in a hospitality management program. The findings suggest that (1) being connected to the program and university; (2) the depth and quality of relationships with faculty; and (3) the presence of minority faculty is important in retaining African–American students.

Race, Social Support and College Student Retention: A Case Study

At most colleges and universities, African American and Latino students are less likely than students from other racial and ethnic backgrounds to stay enrolled in college and are, therefore, less likely to earn a college degree. The Digest of Educational Statistics reports the following trends: in 2006 30% of Whites age 25 and older held a bachelor’s degree, while 17% of Blacks and 12% of Hispanics age 25 and older held a bachelor’s degree (National Center for Educational Statistics [NCES], 2008). The research presented here is a case study of a cohort of students attending a public research university in California who are exceptional. Unlike the situation at most colleges and universities, African American students in this cohort are significantly less likely to leave college than are other students, whereas Latino students are significantly more likely to leave than are other students. In order to understand why there is a difference in the retention of African American students and Latino students, we examined the extent to which the precollege and college experiences of students in this cohort vary by race/ethnicity. We examined which characteristics affect the retention of Latino students, as well as other racial/ethnic groups.

A Mind Is a Terrible Thing to Erase: Black Students' Underrepresentation in Gifted Education

In virtually every school district nationally, Black students are underrepresented in gifted education programs, including advanced placement (AP) classes. This underrepresentation exists regardless of grade level and school type. Building on a previous publication, this article addresses a central question in gifted education: Why does underrepresentation among Black students persist in gifted education despite efforts to rectify the problem? The authors review factors affecting this stubborn and pervasive educational, social, and moral issue and outline recommendations for both the recruitment and retention of African American students in gifted education. The authors' major premise is that educators' deficit orientation about African American students has a direct and profound impact on these students' being able to gain admission to gifted programs. The authors contend that educators must move beyond a deficit orientation to that of dynamic thinking if underrepresentation is to be reduced; dynamic thinking recognizes the cultural assets—the strengths and promise—of African American students. Essentially, changing our thinking about differences among children from cultural backgrounds that are different from our own is one promising strategy for recruiting and retaining Black and other culturally diverse students in gifted education.

A Mind Is a Terrible Thing to Erase: Black Students' Underrepresentation in Gifted Education.

In virtually every school district nationally, Black students are underrepresented in gifted education programs, including advanced placement (AP) classes. This underrepresentation exists regardless of grade level and school type. Building on a previous publication, this article addresses a central question in gifted education: Why does underrepresentation among Black students persist in gifted education despite efforts to rectify the problem? The authors review factors affecting this stubborn and pervasive educational, social, and moral issue and outline recommendations for both the recruitment and retention of African American students in gifted education. The authors' major premise is that educators' deficit orientation about African American students has a direct and profound impact on these students' being able to gain admission to gifted programs. The authors contend that educators must move beyond a deficit orientation to that of dynamic thinking if underrepresentation is to be reduced; dynamic thi...

African-American Retention within a Community College: Differences in Orientation Course Enrollment

Investigation of orientation programs and African-American student retention, particularly within the community college sector, has long been neglected. This study specifically investigates the differences between an orientation course and student retention measures, for African-American student retention. Chi-square analysis revealed significant differences for orientation course enrollment, student retention, and persistence.

Recruitment Is Not Enough: Retaining African American Students in Gifted Education

In public school systems all around the country, educators—teachers, counselors, and administrators—have made significant progress in identifying and recruiting diverse populations in gifted and enrichment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans) are not faring well in gifted education. The social and cultural obstacles (e.g., racial and ethnic prejudice, negative peer pressure, poor parental involvement, negative teacher and counselor expectations, etc.) that students of color, particularly African Americans, face in gifted education are well known. In order to improve African American student retention, it is clear that public school systems must do more. Recruitment is an important component for increasing the number of African American students in gifted education, but retention is equally important. Using multiple frameworks, this article examines the notion of retention and its many challenges and offers recommendations for improving the retention of African American students in gifted education.

Retention of African-American students in baccalaureate nursing programs: are we doing enough?*1

With the increasing minority population in the United States, much attention has been given to the lack of diversity among health care professionals, specifically nursing. Since the 1960s, the federal government has provided financial resources to institutions of higher education whose purpose was to diversify the health care profession. Historically, these resources have supported initiatives that primarily focused on the recruitment of minority students into higher education. These efforts temporarily increased the enrollment of students from varying racial and ethnic backgrounds. However, without established retention initiatives in place, the attrition rates for students from diverse backgrounds far exceeded the enrollment rates. Consequently, the nursing workforce continues to be a predominantly White female profession. In order for schools of nursing to create a workforce reflective of its patient population, both nursing education and institutions of higher education must be committed to implementing initiatives to increase the retention and graduation rates of minority students.

Retention of African-American students in baccalaureate nursing programs: are we doing enough?

With the increasing minority population in the United States, much attention has been given to the lack of diversity among health care professionals, specifically nursing. Since the 1960s, the federal government has provided financial resources to institutions of higher education whose purpose was to diversify the health care profession. Historically, these resources have supported initiatives that primarily focused on the recruitment of minority students into higher education. These efforts temporarily increased the enrollment of students from varying racial and ethnic backgrounds. However, without established retention initiatives in place, the attrition rates for students from diverse backgrounds far exceeded the enrollment rates. Consequently, the nursing workforce continues to be a predominantly White female profession. In order for schools of nursing to create a workforce reflective of its patient population, both nursing education and institutions of higher education must be committed to implementing initiatives to increase the retention and graduation rates of minority students.

Retaining African Americans in Higher Education: Challenging Paradigms for Retaining Students, Faculty, and Administrators (review)

Retaining African Americans in Higher Education is a timely and novel approach to a critical topic. Edited by Lee Jones, associate dean for academic affairs and instruction in the College of Education and associate professor in Educational Leadership at Florida State University, the volume contains 14 chapters, a preface, a conclusion, and two personal reflections that describe issues related to the retention of African American students, administrators, and faculty at predominantly white colleges and universities. "Written about African Americans, by African Americans" (p. xii), this book is recommended by a white woman for higher education administrators, faculty, researchers, and policymakers of all racial and ethnic groups.

Mapping the University Learning Environment

Perceptual mapping can provide a means of evaluating a campus through the eyes of diverse student groups. By providing a fuller understanding of areas of interest and exploring the initial perceptions of new students of these areas, percpetual mapping can have important ramifications for the retention of African American students at predominately White institutions. The authors describe a study that illustrates the use of this technique for the environmental assessment of a campus environment.

Do African American Students' Perceptions Of Their Needs Have Implications For Retention?

African American student retention on predominantly White campuses continues to be one of the greatest challenges for many colleges and universities. In addition to the impact of student attrition on the economic well-being of the university, the image of the university is at risk when African American students' attrition rates far exceed those of White students. Researchers, when studying factors related to retention, found that high GPA and test scores predict academic performance differently for African American students than for White students (Farver, Sedlacek, & Brooks, 1975; Lunneborg & Lunneborg, 1986). Even when academic preparation was considered, disparity still resulted. Steele (1992) observed that

Mapping the University Learning Environment

Perceptual mapping can provide a means of evaluating a campus through the eyes of diverse student groups. By providing a fuller understanding of areas of interest and exploring the initial perceptions of new students of these areas, percpetual mapping can have important ramifications for the retention of African American students at predominately White institutions. The authors describe a study that illustrates the use of this technique for the environmental assessment of a campus environment.

Understanding the Gap Between Entry and Exit: A Cohort Analysis of African American Students' Persistence

In American society today, a college education is perceived as a status symbol, a measure of academic achievement, and the beginning of professional and monetary opportunity. For African American and other underrepresented minority groups, a college degree is particularly important. Many African Americans who earn college degrees enter professional careers; thus, education is a means to cross barriers and realize progress as well as a bridge to institutional development and national growth. Gaining equal access to quality education has long presented a formidable challenge to minority students in the United States. Despite recent increases in graduation rates among African American high school students, the number of African American students enrolling in college and subsequently receiving baccalaureate degrees is declining. It is not enough for African American students to simply enroll in institutions of higher education; enrollment does not necessarily result in degree attainment. Of the African American students who do enroll in college, many do not stay long enough to graduate. Given the significance of a college degree, African American student retention should be a priority for colleges and universities.