Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
John A. Morgan, Jr.
Committee Member
Alan Cohen
Committee Member
Maryellen Maher
Keywords
academic advisement, African American male college students, African American male retention plan, African American males, at risk persons, caring faculty, committee feedback, committee members, criteria, data collection, developmental programs, development methodology, development study, distribution of findings, evening courses, financial assistance, formative committee review, interview results, interviews, intervention approaches, literature review, mentoring programs, recommendations, research questions, retention, school support, shorter semesters, statistical analysis, student attrition, study groups, summative committee validation, surveys, weekend courses
Abstract
Procedures for this development study included a review of the literature, establishment of criteria, formative committee review of criteria, summative committee validation of criteria, data collection, statistical analysis of survey and interview results, review of committee feedback, and a distribution of findings and recommendations to committee members.
A development methodology was used to answer 5 research questions: (a) What does the literature reveal about intervention approaches associated with retention for African American male college students? (b) What content should be included in the African American male retention plan as identified by summative and formative committee members? (c) What is the most effective design for the plan? (d) How should an African American male retention plan be implemented? (e) How should an African American male retention plan be evaluated? The methodology consisted of a literature review and the utilization of surveys and interviews. The results of the study revealed that African American males would more likely benefit from study groups, academic advisement, mentoring programs, financial assistance, caring faculty, shorter semesters, evening courses, and weekend courses. Although African American male responses were limited, their perspectives were valued.