Effects of Attending a 2-Year Institution on African American Males' Academic and Social Integration in the First Year of College

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

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A Gateway to Learning: Exploring the Role of Campus Recreation and Leisure Experiences in Developing a Sense of Purpose in African American Males at a PWI

Recreational Sports Journal ◽

10.1177/1558866119883595 ◽

2019 ◽

Vol 43 (2) ◽

pp. 93-105

Author(s):

Anthony F. Patterson ◽

Catherine E. Dorwart

Keyword(s):

African American ◽

Social Integration ◽

African American Males ◽

African American Male ◽

Sense Of Self ◽

Low Ses ◽

Cultural Issues ◽

Campus Engagement ◽

Sense Of Purpose ◽

Recreation And Leisure

Personal, social, and cultural issues influence any student’s ability to succeed in college, but these issues are more pronounced for African American males from low socioeconomic status (SES) backgrounds attending predominantly White institutions (PWIs). Since campus engagement, recreation, and leisure can play pivotal roles in a student’s experience, investigating their influence relative to social integration might facilitate better understanding of the contemporary issues these students face. The purpose of this study was to explore how African American male undergraduates from low SES backgrounds perceived leisure and the role that campus engagement played in their social integration at a PWI. Seventeen African American male undergraduates from low SES backgrounds were interviewed. While several themes emerged, this article focuses on discovering a sense of self and navigating campus cultures. This research demonstrated that recreation and leisure spaces were instrumental in developing a sense of purpose for the young men at this PWI.

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The Impact of PowerPoint Presentations on Student Achievement and Student Attitudes

Information Communication Technologies for Enhanced Education and Learning - Advances in Information and Communication Technology Education ◽

10.4018/978-1-60566-150-6.ch013 ◽

2011 ◽

pp. 166-184

Author(s):

Michael Fedisson ◽

Silvia Braidic

Keyword(s):

African American ◽

African American Males ◽

Student Attitudes ◽

Time Frame ◽

Comfort Level ◽

First Year ◽

African American Female ◽

Low Achieving Students ◽

The Impact ◽

Middle Class Families

Seventh grade students were tested on their knowledge of sentences and nouns in a language arts classroom. This study was conducted over a two-year time frame. In the first year, classes consisted of twenty-eight (28) males and thirty-one (31) females. All students are Caucasians with the exception of two African American males. In year two, the classes consisted of thirty-two (32) females and thirtytwo (32) males. All students are Caucasians with the exception of one African American female and one Nicaraguan-American female. Students are predominantly from middle class families. All three classes are grouped heterogeneously. During instruction for two units, classes were taught with the following approaches: 1) using traditional methods of book work and handouts for one unit, and 2) using technological aids such as Microsoft PowerPoint for a second unit. Test results from three classes during both units were compared. The data indicates that when using technological aids as teaching tools, student test grades increased in year one, especially for low-achieving students or for those with learning disabilities. In year two, those same results were not achieved. A technology survey was also used to establish each student’s comfort level with technology and their attitudes towards the use of technological aids in the classroom

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The impact of participation in a curricular learning community on academic success, academic and social integration, institutional commitment, and persistence of first-year students at Missouri State University

10.32469/10355/15126 ◽

2012 ◽

Author(s):

Michael B. Wood

Keyword(s):

Academic Success ◽

Social Integration ◽

Learning Community ◽

Institutional Commitment ◽

First Year ◽

State University ◽

First Year Students ◽

Academic And Social Integration ◽

The Impact

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Racial Disparities in Sugar-Sweetened Beverage Consumption Change Efficacy Among Male First-Year College Students

American Journal of Men s Health ◽

10.1177/1557988315599825 ◽

2016 ◽

Vol 10 (6) ◽

pp. NP168-NP175 ◽

Cited By ~ 5

Author(s):

Marino A. Bruce ◽

Bettina M. Beech ◽

Roland J. Thorpe ◽

Derek M. Griffith

Keyword(s):

College Students ◽

African American ◽

Racial Disparities ◽

African American Males ◽

Self Efficacy ◽

First Year ◽

Sugar Sweetened Beverage ◽

First Year College ◽

Sweetened Beverage ◽

First Year College Students

Racial disparities in weight-related outcomes among males may be linked to differences in behavioral change efficacy; however, few studies have pursued this line of inquiry. The purpose of this study was to determine the degree to which self-efficacy associated with changing sugar-sweetened beverage (SSB) consumption intake varies by race among male first-year college students. A self-administered, cross-sectional survey was completed by a subsample of freshmen males ( N = 203) at a medium-sized southern university. Key variables of interest were SSB intake and self-efficacy in reducing consumption of sugared beverages. African American and Whites had similar patterns of SSB intake (10.2 ± 2.8 vs. 10.1 ± 2.6); however, African Americans had lower proportions of individuals who were sure they could substitute sugared beverages with water (42.2% vs. 57.5%, p < .03). The results from logistic regression models suggest that self-efficacy to reduce SSB intake among males vary by race. African American males were less likely to assert confidence in their ability to change behaviors associated with SSB (odds ratio = 0.51; confidence interval [0.27, 0.95]) in the full model adjusting for weight-related variables including SSB consumption. The findings suggest that weight loss and weight prevention interventions targeting young African American males require components that can elevate self-efficacy of this group to facilitate behavioral modifications that reduce SSB consumption and their risk for obesity-related diseases.

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The Men of L.E.G.A.C.I. Student Success Program

Overcoming Challenges and Creating Opportunity for African American Male Students - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-5990-0.ch011 ◽

2019 ◽

pp. 190-204

Author(s):

Jerry L. Wallace ◽

Vida Robertson

Keyword(s):

Higher Education ◽

African American ◽

African Americans ◽

Student Success ◽

African American Males ◽

Academic Program ◽

First Year ◽

University Campus ◽

Competency Development ◽

Job Postings

Strategic and intentional engagement of first-year collegiate males aligned with faculty cultural competency development are areas that can impact persistence in the first year. African Americans only represent 11.4% of the overall Texas population, with 12.6% of students enrolled in P-12 and 13.4% of students currently enrolled in institutions of higher education in Texas. The percentage of African American males that are entering college and persisting through the first year is already overwhelmingly in a category red based on overall numbers. Colleges will need to make sure that recruitment efforts and appropriate advertising is available in areas that African American males would generally search for job postings. This chapter will explore platforms in establishing a student success academic program at a university campus geared to support African American males.

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