KaydedilenlerDerginizi ekleyin

Dergiler / 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
Sayfa
713–730
Yayın Tarihi
2022-10-19
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

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

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez: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.
📊
Temel Bulgular & Veri: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.
💡
Sonuç & Katkı:The majority, however, expressed satisfaction with the initiative's direction at the time of the evaluation.
🔬Tür:Araştırma Makalesi
📍Kapsam:2010 Verileri
⚙️Değişkenler:Evaluation · Minority students · Higher education

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.

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.

🔖

Bu Makaleye Atıf Yap

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

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (8)

  1. Coffey, A., & Atkinson, P. (1996). Concepts and coding. In Making sense of qualitative data: Complementing research strategies, pp. 26-53. SAGE Publications: Thousand Oaks, CA. CUNY Black Male Initiative. (2005). http://www1.cuny.edu/sites/bmi/wp-content/uploads/sites/24/page-assets/about/CUNY_BMI_Overview.pdf
  2. Ford, D. Y. (2012). Culturally different students in special education: Looking backward to move forward. Exceptional Children, 78(4), 391-405.
  3. Glesne, C. (2006). Being there: Developing understanding through participant observation. In Becoming qualitative evaluators: An introduction (3rd Ed.), pp. 49-78. Pearson Educational: New York, NY. Gurin, P., Dey, E., Hurtado, S., & Gurin, G. (2002). Diversity and education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330-366.
  4. House, E. R. (1978). Assumptions underlying evaluation models. Educational Researcher, 7(3), 4-12. Initiative Leadership at PSEU. (2013-01-22). Electronic mailing list message. Male Scholars Mentoring Program. Jackson, B. A. (2012). Bonds of brotherhood: Emotional and social support among college Black men. The ANNALS of the American Academy of Political and Social Science, 642(1), 61-71. doi: 10.1177/0002716212438204. Jones, L., Castellanos, J., & Cole, D. (2002). Examining the ethnic minority student experience at predominantly White institutions: A case study. Journal of Hispanic Higher Education, 1(1), 19-39.
  5. Kim, M. M., & Conrad, C. F. (2006). The impact of historically Black colleges and universities on the academic success of African-American students. Research in Higher Education, 47(4), 399-427.
  6. Lascher, E. L. (2008). Retaining Latino and non-Latino college students: Key similarities and differences. A report for the Serna Center and the Institute of Higher Education Leadership and Policy, http://www.csus.edu/sernacenter/assets/publications/retention.pdf. Accessed March 06, 2013.
  7. Lewis, W. D., Oliver, S. T, & Burris, J. L. (2011). A work in progress: The lived experiences of Black male undergraduates at one predominantly White university. Kentucky Journal of Higher Education Policy and Practice, 1(1), 1-30.
  8. McGee, E. B., & Martin, D. B. (2011). You would not believe what I have to go through to prove my intellectual value! Stereotype management among academically successful Black mathematics and engineering students. American Educational Research Journal, 48(6), 1347–89. doi: 10.3102/0002831211423972. Mishler, E. G. (2003). Representing discou