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The relationships of academic, background, and environmental variables in the persistence of adult African American male students in an urban community college.

机译：学术，背景和环境变量之间的关系，在城市社区大学中成年非洲裔美国男学生的持续存在。

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摘要

Students who are older, have a greater need for financial assistance, and have poor academic preparation compose an increasingly larger portion of urban community college populations. The reasons why African American males, who constitute a large percent of this population, have low persistence levels in these colleges is not well understood. The purpose of this study was to develop a model of persistence for African American male urban community college students.;The working model used was based on a model developed by Bean and Metzner which investigated the role of student background and defining variables, academic variables, environmental variables, academic outcomes, psychological outcomes, and intent to leave behavior, and their relationships to persistence. A survey instrument was designed to obtain quantitative and qualitative data. Interviews were completed by eight of the students in the sample which probed deeply into background and environmental histories and perceptions of college academic experiences. The sample consisted of the 205 new African American male students who entered the college in fall 1992. Data collection was initiated and completed during the spring 1993 semester. Ninety-one students in the sample participated.;The model developed in this study illustrates the relationships of the sets of variables that were investigated: the background and defining variables have strong direct effects on persistence; on the set of academic variables; on the set of environmental variables; and on the set of psychological outcome variables. The sets of academic, academic outcome, environmental, and psychological outcome variables are all interrelated and have relationships to persistence. The ability to articulate and internalize educational goals are the variables that have the strongest positive effect on persistence. Stress and intense feelings of helplessness/hopelessness are the variables that have the strongest negative effect.;The findings of this study suggest that urban community colleges could become safe havens of intellectual development for African American male students, and the level of persistence of these students could increase if the necessary activities, program enhancements, and management of services based on student needs were instituted.
机译：年龄较大，对经济援助的需求更大，学业成绩差的学生占城市社区大学人口的比例越来越大。在这些大学中，占人口总数很大比例的非裔美国男性持久性水平低的原因尚未得到很好的理解。这项研究的目的是为非裔美国男性城市社区大学生建立持久性模型。；所使用的工作模型是基于Bean和Metzner开发的模型，该模型调查了学生背景的作用并定义了变量，学术变量，环境变量，学术成果，心理结果，离开行为的意图及其与持久性的关系。设计了一种调查工具来获取定量和定性数据。访谈由样本中的八名学生完成，他们对背景和环境历史以及对大学学术经验的看法进行了深入探讨。样本包括205名新的非洲裔美国男学生，这些学生于1992年秋季入学。在1993年春季学期开始并完成了数据收集。样本中有91名学生参加了该研究。本研究开发的模型说明了所研究的变量集之间的关系：背景和定义变量对持久性有很强的直接影响。在一组学术变量上；关于一组环境变量；以及心理结果变量集。学术，学术成果，环境和心理成果变量集都是相互关联的，并且与持久性有关。表达和内化教育目标的能力是对持久性具有最强积极影响的变量。压力和强烈的无助/无助感是产生最大负面影响的变量。这项研究的结果表明，城市社区大学可能成为非洲裔美国男学生智力发展的避风港，以及这些学生的持久性水平如果根据学生的需求开展了必要的活动，计划增强和服务管理，则可以增加该数字。

著录项

  • 作者

    Mason, Harold Porter.;

  • 作者单位

    Northern Illinois University.;

  • 授予单位 Northern Illinois University.;
  • 学科 Adult education.;Community college education.;Black studies.
  • 学位 Ed.D.
  • 年度 1994
  • 页码 214 p.
  • 总页数 214
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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