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Institutional Support Mechanisms for African American Males at Community Colleges: A Mixed Methods Study on the Perceptions of Support Mechanisms for Academic Success at Community Colleges

机译：社区大学对非洲裔美国男性的机构支持机制：对社区大学对学业成功的支持机制感知的混合方法研究

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Institutional Support Mechanisms for African American Males at Community Colleges: A Mixed Methods Study on the Perceptions of Support Mechanisms for Academic Success at Community CollegesududClyde Wilson Sanders Pickett, Ed.D.udUniversity of Pittsburgh, 2017 ududududThis study contributed to the greater understanding of institutional support mechanisms for African American male community college students. The goal of this study was to add greater contributions to the support to the academic success of African American males, ultimately leading to the completion of a degree or certificate program. Utilizing the Anti-Deficit Achievement Framework of Harper (2010, 2012) and Wood’s (2012) Conceptual Model of African American Male Success, influenced by Mason (1998), this study aimed to expose and document what institutional support mechanisms were most influential and impactful in the pursuit of a degree or certificate program. Utilizing research, answers to the following questions were pursued: (1) What institutional support mechanisms did African American male students identify as most influential in completion/graduation at community colleges? (2) Based on student feedback, what additional steps can faculty and staff take to support African American male success in a degree or certificate program? and (3) Based on student feedback, how can researchers support African American male student success and completion at community colleges? To examine this question, three (3) focus groups (10 students), three (3) one-to-one one interviews, and a random distribution of a 27-question survey to 50 students was executed.
机译：社区学院对非洲裔美国男性的机构支持机制：对社区学院对学业成功的支持机制的看法的混合方法研究 ud ud克莱德·威尔逊·桑德斯·皮克特（Edward Sanders Pickett）编辑 ud匹兹堡大学，2017年 ud ud ud ud这项研究有助于进一步了解非洲裔美国男性社区大学生的制度支持机制。这项研究的目的是为非裔美国人男性在学业上的成功提供更大的支持，最终完成学位或证书课程。利用受到梅森（Mason）（1998）影响的哈珀（2010，2012）和伍德（2012）非裔美国人男性成功的概念模型的反抗成就框架，本研究旨在揭示并记录哪些制度支持机制最有影响力和影响力追求学位或证书课程。通过研究，人们寻求以下问题的答案：（1）非洲裔美国男性学生认为哪些社区支持机制对社区大学的结业/毕业影响最大？ （2）根据学生的反馈，教职员工可以采取哪些其他步骤来支持非洲裔美国男性在学位或证书课程中取得成功？ （3）根据学生的反馈，研究人员如何支持非裔美国男生在社区大学的成功和完成？为了研究这个问题，进行了三（3）个焦点小组（10名学生），三（3）个一对一的访谈，并随机分发了27个问题的问卷调查给50名学生。

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