The Academic Success of African American Males at a Maryland Community College

The purpose of this qualitative study is to examine the perception of African American males participating in one 4A program at a Mid-Atlantic community college. Twenty African American males, along with six staff members were selected to participate in the study. The study used focus groups to investigate students’ interactions with academic advisors and counselors and the impact of those interactions on students’ academic success. The nigrescence theory of evolving cultural identity served as the framework, as it emphasizes the role and impact of cultural identity as a driver for successful academic performance (Cross, 1991). The study revealed that these African American males had positive perceptions of their experiences in the program and with their mentors, advisors, and counselors.

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Spirituality and Academic Success: Perceptions of African American Males in the Community College

Religion & Education ◽

10.1080/15507394.2012.648576 ◽

2012 ◽

Vol 39 (1) ◽

pp. 28-47 ◽

Cited By ~ 24

Author(s):

J. Luke Wood ◽

Adriel A. Hilton

Keyword(s):

Community College ◽

African American ◽

Academic Success ◽

African American Males

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Exploring the Perspectives and Parental Roles in the Academic Performance of University Students with Disabilities

African Journal of Inter/Multidisciplinary Studies ◽

10.51415/ajims.v3i1.924 ◽

2021 ◽

Vol 3 (1) ◽

pp. 243-251

Author(s):

Sithabile Mntambo ◽

Wellington Hlengwa ◽

Jamila Adam ◽

Suresh Krishna

Keyword(s):

Academic Performance ◽

Academic Success ◽

Qualitative Study ◽

Students With Disabilities ◽

Parental Support ◽

Parental Knowledge ◽

Study Approach ◽

Parental Roles ◽

The Impact ◽

Audio Recorder

The present study focusses on exploring the impact of parental support on the academic performance of students with disabilities. A qualitative study approach was used to explore students with disabilities' perspectives of parental support and the impact it has on their academic performance. This qualitative study purposively selected eight participants. They were subjected to semi-structured, open-ended, one-on-one interviews, and these interviews were recorded using an audio recorder with their permission. The collected data was analysed using thematic content analysis. Parental support may take numerous forms, including emotional, physical, and financial assistance. As a result, parental support influences academic success and the adjustment of students living with disabilities to their new environment. However, parental knowledge, attitudes, and tolerance of a student's disability have been shown to be obstacles to meaningful parental support. This study concludes that for students with disabilities to perform to their maximum potential, parents must be trained and empowered to provide necessary support including motivating their children.

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59. General medicine residents' perception of the mini-CEXs

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2820 ◽

2007 ◽

Vol 30 (4) ◽

pp. 61

Author(s):

S. Malhotra ◽

R. Hatala ◽

C.-A. Courneya

Keyword(s):

Internal Medicine ◽

Medical Education ◽

Focus Group ◽

Qualitative Study ◽

Focus Groups ◽

General Medicine ◽

Clinical History ◽

Phenomenological Approach ◽

Medical Teacher ◽

The Impact

The mini-CEX is a 30 minute observed clinical encounter. It can be done in the outpatient, inpatient or emergency room setting. It strives to look at several parameters including a clinical history, physical, professionalism and overall clinical competence. Trainees are rated using a 9-point scoring system: 1-3 unsatisfactory, 4-6 satisfactory and 7-9 superior. Eight months after the introduction of the mini-CEX to the core University of British Columbia Internal Medicine Residents, a one hour semi-structured focus group for residents in each of the three years took place. The focus groups were conducted by an independent moderator, audio-recorded and transcribed. Using a phenomenological approach the comments made by the focus groups participants were read independently by three authors, organized into major themes. In doing so, several intriguing common patterns were revealed on how General Medicine Residents perceive their experience in completing a mini-CEX. The themes include Education, Assessment and Preparation for the Royal College of Physicians and Surgeons Internal Medicine exam. Resident learners perceived that the mini-CEX process provided insight into their clinical strengths and weaknesses. Focus group participants favored that the mini-CEX experience will benefit them in preparation, and successful completion of their licensing exam. Daelmans HE, Overmeer RM, van der Hem-Stockroos HH, Scherpbier AJ, Stehouwer CD, van der Vleuten CP. In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation. Medical Education 2006; 40(1):51-8. De Lima AA, Henquin R, Thierer J, Paulin J, Lamari S, Belcastro F, Van der Vleuten CPM. A qualitative study of the impact on learning of the mini clinical evaluation exercise in postgraduate training. Medical Teacher January 2005; 27(1):46-52. DiCicco-Bloom B, Crabtree BF. The Qualitative Research Interview. Medical Education 2006; 40:314-32.

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Factors promoting academic success among African American and white male community college students

New Directions for Community Colleges ◽

10.1002/cc.321 ◽

2008 ◽

Vol 2008 (142) ◽

pp. 15-23 ◽

Cited By ~ 14

Author(s):

Athena I. Perrakis

Keyword(s):

College Students ◽

Community College ◽

African American ◽

Academic Success ◽

Community College Students ◽

White Male

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Primary care teams’ experiences of delivering mental health care during the COVID-19 pandemic: a qualitative study

BMC Family Practice ◽

10.1186/s12875-021-01496-8 ◽

2021 ◽

Vol 22 (1) ◽

Author(s):

Rachelle Ashcroft ◽

Catherine Donnelly ◽

Maya Dancey ◽

Sandeep Gill ◽

Simon Lam ◽

...

Keyword(s):

Mental Health ◽

Primary Care ◽

Health Care ◽

Qualitative Study ◽

Mental Health Care ◽

Focus Groups ◽

Care Delivery ◽

Virtual Care ◽

Primary Care Teams ◽

The Impact

Abstract Background Integrated primary care teams are ideally positioned to support the mental health care needs arising during the COVID-19 pandemic. Understanding how COVID-19 has affected mental health care delivery within primary care settings will be critical to inform future policy and practice decisions during the later phases of the pandemic and beyond. The objective of our study was to describe the impact of the COVID-19 pandemic on primary care teams’ delivery of mental health care. Methods A qualitative study using focus groups conducted with primary care teams in Ontario, Canada. Focus group data was analysed using thematic analysis. Results We conducted 11 focus groups with 10 primary care teams and a total of 48 participants. With respect to the impact of the COVID-19 pandemic on mental health care in primary care teams, we identified three key themes: i) the high demand for mental health care, ii) the rapid transformation to virtual care, and iii) the impact on providers. Conclusions From the outset of the COVID-19 pandemic, primary care quickly responded to the rising mental health care demands of their patients. Despite the numerous challenges they faced with the rapid transition to virtual care, primary care teams have persevered. It is essential that policy and decision-makers take note of the toll that these demands have placed on providers. There is an immediate need to enhance primary care’s capacity for mental health care for the duration of the pandemic and beyond.

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Understanding African American Males’ Schooling Experiences: A Qualitative Inquiry

The Qualitative Report ◽

10.46743/2160-3715/2015.2250 ◽

2015 ◽

Author(s):

Edward Bell

Keyword(s):

North Carolina ◽

African American ◽

Qualitative Study ◽

African American Males ◽

Early Learning ◽

Qualitative Inquiry ◽

Educational Setting ◽

Schooling Experiences ◽

Schooling Experience ◽

Eastern North Carolina

The purpose of this qualitative study was to understand how African American males feel about their schooling experiences. Eighteen participants were selected for this inquiry. This study took place in eastern North Carolina. Many African American males lack early learning experiences to adequately prepare for a positive schooling experience. The findings from this study might prove helpful for working with African American males in an educational setting.

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