Date of Award
12-1-1990
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Abstract
The number of Black students enrolled in associate degree nursing programs across the country, including California Community Colleges, is not in proportion to the general population. It is critical that educators pay attention to the need to recruit the minority student and providing measures to retain these students. The purposes of the study were: (1) to identify the major factors that influence the retention of Black nursing students in associate degree nursing programs in American community colleges, (2) to compare and contrast major problems in retaining Black associate degree nursing students in predominately white community colleges with those of Black students in predominately black community colleges in Southern California, (3) to identify the major factors that influence the recruitment of Black nursing students into associate degree nursing programs in Southern California community colleges, (4) to determine what is being done to correct the problems identified in the recruitment and retention of Black associate degree nursing students, and (5) to present a plan to improve recruitment and retention of Black associate degree nursing students at Long Beach City College and strategies for the implementation and evaluation of that plan at the college. The survey involved three samples: nursing faculty employed in the selected associate degree nursing programs in Southern California community colleges, administrators who had administrative responsibilities over the nursing programs, and Black registered nursing students in the first and second-year of the sample colleges. Three survey instruments, consisting of two parts, were developed to address the following research questions: (1) What are the major factors that influence the retention of Black students in associate degree nursing programs? (2) What are the major factors that influence the recruitment of Black students in associate degree nursing programs? (3) What are the differences and similarities of the major retention problems of Black students in predominately white schools and those of Black students in predominately black institutions? (4) How can recruitment and retention of Black students be improved in California community colleges? Data from Part I of each of the questionnaires were analyzed to determine the respondent's qualifications and their involvement in recruitment and retention activities. An analysis of the data from Part II was made to determine if each respondent group rated the barriers to recruitment and retention in a similar manner. Analysis of the information led to the following conclusions: 1. The faculty should focus upon specific efforts to recruit minority students from the community. 2. Screening programs should be routine for the purpose of identifying special learning needs of the minority student. 3. An ongoing process by which faculty can monitor the academic achievement of the minority student for the purpose of monitoring retention. 4. Provide academic and ethnic non-academic support services for the minority student. The plan for recruitment and retention of Black students in associate degree nursing programs evolved from the review of the literature and the analysis of the data from the three respondent groups and was presented in the following manner: Stage I: College supported practices. The community college must make ongoing efforts to recruit Black students and provide up-to-date admission requirements. A faculty member should serve as liaison between the college and the high schools. The college should develop a career awareness laboratory. Stage II: Program practices. A designated minority faculty member should work along side the college's liaison person. Provide minority counselors. Information should be provided pertaining to remedial and tutorial programs. Stage III: Activities to influence retention. Counselors should be assigned to each student to help with making academic plans. A volunteer faculty mentor program should be established. Special efforts should be made to create financial packages. Special support services should be provided. Stage IV: Follow-up activities to monitor retention efforts. Students should report to designated counselors at predetermined times. Mentees should have weekly contact with mentor. Faculty should require students to provide evidence of participation in remedial and tutorial sessions. The plan was designed to assist in the recruitment and retention of Black students in the associate degree nursing program. An advisory committee will periodically administer the questionnaires to a select group of administrators, nursing faculty, and students to retest the validity of the plan.