The Effects Of Student Engagement And Other Factors On The Retention Of African American Freshman Students Attending A Public Historically Black College And University In Texas

"The purpose of this study was to examine factors that may contribute to the retention of African American freshmen students attending a public HBCU in Texas."(iii).

The retention of students in higher education is an ongoing problem. In an effort to alleviate this problem, postsecondary institutions invest in a variety of programs designed to improve student retention. Even though a great amount of time and money is invested in retention efforts, current retention rates have not improved over time (Seidman, 2002). This is particularly troubling for African Americans whose retention rates historically have lagged behind those of Whites and Asians (Davis, 1994). In fact, only about 46 % of African Americans who first enroll in four-year institutions with the goal of completing a bachelor's degree actually succeed within six years. While Historically Black colleges and universities (HBCUs) enroll 26% of all African American students and produce 28% of the Black bachelor degree recipients, most have lower than average retention rates. Although the literature suggests that retention studies in higher education are plentiful, and that African American students enrolled at HBCUs are at high risk of dropping out of college before completing a degree, few studies have addressed the issue of student retention at HBCUs. Using survey data collected from first-year African American students enrolled at a public HBCU, and employing factor analysis, hierarchical logistic regression analysis, and conditional logistic regression analysis, this study examines the impact of student involvement with campus life on retention. The results of this study indicate that both academic involvement and social involvement are predictors of student retention for firstyear African American freshmen enrolled at a public HBCU. However, academic involvement proved to be a negative predictor of student retention. Since there are no other studies that directly examine the influence of student involvement on retention of African American students at a public HBCU, these results can add to the modest knowledge base of African American student retention research at H.

As higher educational learning enters a new age, Historically Black Colleges and Universities (HBCUs) are seeking innovative ways to establish strategies to compete with other academic institutions. As establishments that have played a pivotal role in transforming the landscape of higher education, HBCUs are facing rapid transformation and various obstacles leading to questions regarding to the cost, quality, and sustainability of these institutions. Examining Student Retention and Engagement Strategies at Historically Black Colleges and Universities is a pivotal reference source that provides vital research on the role of HBCUs in today’s higher education and the various research methods addressing student retention rates, success levels, and engagement. While highlighting topics such as enrollment management, student engagement, and online learning, this publication explores successful engagement strategies that promote educational quality and equality, as well as the methods of social integration and involvement for students. This book is ideally designed for researchers, academicians, scholars, educational administrators, policymakers, graduate students, and curriculum designers.

As more Americans are attending college, historically black colleges and universities (HBCUs) are now in a position where they must directly compete with other institutions. While other colleges and universities might have more resources and stronger infrastructures, HBCUs provide better opportunities to meet the needs of students of color. Setting a New Agenda for Student Engagement and Retention in Historically Black Colleges and Universities explores the innovations that HBCUs can enact to better serve and prepare the next generation of African American leaders, and to be more competitive in the higher education landscape. As students need different forms of support throughout their academic career, it becomes necessary to engage them through mentorship, programming, and classroom management. This book is a valuable resource for educators and administration at HBCUs, sociologists, policy makers, and students studying education science and administration.

Many colleges and universities are grappling with the ever-increasing challenge of understanding the impact that college has on students. Research has validated the fact that student engagement has a significant impact on academic performance, satisfaction with college experience, and graduation rates. Student engagement is the connection that students have, both academically and extracurricular, to their institution. Beyond that, student engagement is the manner in which higher education institutions help to foster student success. Undeniably, African American students at Historically Black Colleges and Universities (HBCUs) seem to face greater, perhaps unique, challenges in their quest to obtain a degree. The number of barriers that many of these students face is surreal, and the impact that HBCUs have on the educational outcomes of their students warrants further exploration. Exploratory in nature, this study examined the relationships between student engagement patterns and academic performance of undergraduate students at a public historically Black higher education institution in the Southeast. This study was ex post facto, since the data from students' responses to the survey items on the 2008 National Survey of Student Engagement (NSSE) had been collected prior to the design of this research study. In an effort to answer the research questions that were posed, the general linear model univariate analysis of variance statistical procedure was employed to model the relationships between the NSSE Benchmarks (i.e., academic challenge, active and collaborative learning, study-faculty interaction, supportive campus environment, and enriching educational experiences) and the outcome variable, student self-reported academic performance. The findings support the conclusion that student engagement has multi-dimensional effects. While a particular independent variable in one model might have had a statistically significant linear relationship with the dependent variable, student self-reported academic performance, that independent variable might not have had a statistically significant linear relationship when other independent variables were added to the model. For the most part, in some models, several of the independent variables did not have an additive effect and failed to contribute to the statistical significance, relationship, or prediction of the dependent variable.

The purpose of this correlational research study was to examine the student engagement variables most likely to predict the academic success and satisfaction of African American male college students. Research suggests that African American males who are actively engaged in campus life gain more from the college experience and are more likely to succeed academically (Harper, 2012; Pascarella & Terenzini, 1991, 2005; Strayhorn, 2008b). This investigation used the National Survey of Student Engagement questionnaire to survey 3,000 students to learn what relationships existed between five student engagement variables and the students' perceived satisfaction with their overall college experience. There is a plethora of research that has examined the college experiences, engagement and academic success of minority students in totality (Fleming, 1984; Outcalt & Skewes-Cox, 2002; Strayhorn & DeVita, 2010; Watson & Kuh, 1996; Watson, Terrell, Wright, Bonner, Cuyjet, & Gold, 2002); however limited research exists specifically targeting the correlation between engagement factors and the academic success and college satisfaction of African American males (Greene, 2005; Harvey-Smith, 2002; Kimbrough & Harper, 2006; Outcalt & Skewes-Cox, 2002; Palmer, Davis, & Maramba, 2010). Utilizing a conceptual theory of student involvement based on the work of Astin (1984, 1999) this investigation employed multiple regression analysis to explore the relationship between five student engagement factors (Academic Challenge, Collaborative Learning, Faculty Interaction, Supportive Campus, and Enriching Experiences) and African American males' academic success and overall satisfaction with their college experience. Four research questions directed this study relative to the student engagement factors and institutional characteristics that best predict African American male satisfaction with their college experience. The results indicated that three variables significantly predicted the overall college satisfaction of African American males; Supportive Campus, Faculty Interaction, and Academic Challenge. Additionally, African American males attending private institutions reported a significantly higher mean score relative to their overall satisfaction with their college experience than those attending a public college or university, while no significance was found between African American males attending an historically Black institution as opposed to a predominately white institution. Conclusions drawn from the study lead to further questions surrounding how student engagement is defined and perceived by African American college students and higher education institutions. Further the study draws attention to the need to address and incorporate academic and co-curricular initiatives, services and policies in culture of higher education institutions that will enhance the college experience and ensure academic success, retention and matriculation of African American males.

The study was conducted to examine the factors that influenced the persistence of African-American students at an HBCU. These factors included students involved in campus and classroom engagement, students’ grit to persevere, students’ commitment to setting goals, and perceptions of a freshman academy advisory program. Several studies reveal factors that contribute to student drop-outs; however, this study focuses on factors that influenced a student’s decision to stay in college. The results of the statistical tests and individual interviews revealed that students’ classroom and campus engagement, grit to persevere, and commitment to goal setting were promising. However, there were no significant differences when comparing males and females’ classroom and campus engagement, grit, and commitment to setting goals.

Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.