Examining Campus and Student Factors That Predicted Academic Performance and Intention to Persist for Successful African American and Latino Students at Four-year Colleges.
Year: 2014
Type: article
Abstract: This study examined the relationship of campus climate, institutional satisfaction, and academic adjustment in contributing to the academic performance and intentions to persist in college for successful African American and Latino students at traditional four-year colleges.Despite the dramatic increased enrollment of students of color in higher education, colleges' strategies have failed to effectively and meaningfully increase the graduation rates for African American and Latino students (NCES, 2011).A national sample of responses on the Your First College Year survey (N = 5,559) was analyzed to describe the experiences and variables that contributed to perceptions of college campuses and academic outcomes for African American and Latino students. Methods included Exploratory Factor Analysis, Linear Regression Analysis, and LogisticRegression Analysis.Results identified the significance of: (a) Felt Discrimination on Campus; (b) Academic Self-Efficacy; (c) Sense of Belonging; and (d) Institutional Satisfaction on the academic performance and intentions to persist for respondents.This research is extremely timely because the outcry for more U.S. citizens with college credentials must include educational attainment for greater numbers of African American and Latino college students.This dissertation is dedicated to my father, Paul Jackson Jr., who through quiet wisdom and insight encouraged me to challenge myself, create the possibility to do what I want to do rather than what I had to do [for a career], and who without asking me, "What do you plan to do with yourself after high school," I might not have become the man I am today.Many people have influenced the direction of my life and equally deserve acknowledgment and recognition for this accomplishment.First, I would like to collectively acknowledge three men, my father (a guide), LaMarr Billups (an icon), and Dr. Hardin Coleman (a role model), who are ever-present in my psyche and serve as guideposts for me as a father, a husband, a community leader, a professional, and a scholar.Secondly, I would like to acknowledge my loving life partner, Ginny Jackson, whose encouragement, commitment, and sacrifice were as critical to this dissertation as my own effort.Third, I would like to acknowledge the collective support of the Higher Education Administration and Student Personnel Department at Kent State University and specifically my dissertation committee.Salute to Dr. Mark Kretovics for his guidance and calming support through the dissertation process, to Dr. Susan Iverson for her provocative questioning of my topic and stimulating future scholarly inquiry, and to Dr. Aryn
Author: Patrick E. Jackson
Institution: Kent State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
Funder: Kent State University
OpenAlex ID: W2263536540