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Journals / International Journal of Assessment Tools in Education / 2018 / Cilt: 5 - Sayı: 4

Using a Transactional Model and Thematic Analysis to Evaluate a Minority Male Student Success Initiative to Improve Participants’ Campus Experience and Retention

Kathryn TODD BLISS
Richard MENSAH
Alexis RODERS
Falynn THOMPSON
Kelly D. BRADLEY
Pages
713–730
Publication Date
2022-10-19
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The majority, however, expressed satisfaction with the initiative's direction at the time of the evaluation.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:While the national discourse about the call for increased effort to help strengthen retention and graduation rates among minority college students seems to be losing its vigor, concerned citizens continue to find other means to sustain the momentum.
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Key Findings & Data:Similarly, the office for institutional diversity at a public southeastern university established a minority male student success initiative in 2010 to help improve the educational experience of its members.
💡
Conclusion & Impact:The majority, however, expressed satisfaction with the initiative's direction at the time of the evaluation.
🔬Design:Research Article
📍Scope:2010 Verileri
⚙️Variables:Evaluation · Minority students · Higher education

Abstract

While the national discourse about the call for increased effort to help strengthen retention and graduation rates among minority college students seems to be losing its vigor, concerned citizens continue to find other means to sustain the momentum. Similarly, the office for institutional diversity at a public southeastern university established a minority male student success initiative in 2010 to help improve the educational experience of its members. The evaluators’ objectives for this transactional, formative, and qualitative evaluation were to understand this initiative from the different vantage points of its stakeholders, and to determine if they were satisfied thus far with its trajectory. The evaluators found that while some stakeholders held similar perspectives, others differed in their views on the initiative’s goal(s). The majority, however, expressed satisfaction with the initiative's direction at the time of the evaluation.

Özet

While the national discourse about the call for increased effort to help strengthen retention and graduation rates among minority college students seems to be losing its vigor, concerned citizens continue to find other means to sustain the momentum. Similarly, the office for institutional diversity at a public southeastern university established a minority male student success initiative in 2010 to help improve the educational experience of its members. The evaluators’ objectives for this transactional, formative, and qualitative evaluation were to understand this initiative from the different vantage points of its stakeholders, and to determine if they were satisfied thus far with its trajectory. The evaluators found that while some stakeholders held similar perspectives, others differed in their views on the initiative’s goal(s). The majority, however, expressed satisfaction with the initiative's direction at the time of the evaluation.

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Cite This Article

BLISS, K. T., MENSAH, R., RODERS, A., THOMPSON, F., BRADLEY, K. D. (2022). Using a Transactional Model and Thematic Analysis to Evaluate a Minority Male Student Success Initiative to Improve Participants’ Campus Experience and Retention. International Journal of Assessment Tools in Education, Cilt: 5 - Sayı: 4, 713–730. https://ajindex.com/articles/540231

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References (8)

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