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CHAPTER I
INTRODUCTION
African American male students, on average, have less successful graduation and
retention rates than other racial/ethnic groups, including African American women.
African-American, Hispanic, and low-income males are not keeping the pace with their
female counterparts in regards to degree attainment (Naylor, Wyatt-Nichol & Brown,
2015). The experiences of African American male students can be described as a lack of
academic preparation, minimal enrollment, poor retention and poor graduation rates
(Hagedorn, Maxwell & Hampton, 2007). The postsecondary achievement gaps for
African American males must be downsized to alleviate the negative impact that these
gaps have upon the future of the U.S. economy (Treuhaft, Scroggins, & Tran, 2014).
Retention is a topic of importance for African American males in higher
education. African American males have the largest dropout rate of all ethnic and gender
groups (Wood, 2012). Their high attrition rates can be attributed to several factors
including insufficient financial resources, low self-esteem/identity issues, and deficient
academic preparation (Bush & Bush, 2010).
The community college system attracts minority and other underrepresented
students (e.g., students of color, part-timers, adult reentry students, exceptional or special
needs students and veterans; Nevarez & Wood, 2010). Community colleges are designed
to meet the needs of the community, and African American males are an integral part of
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the community (Tschechtelin, 2011). Specifically, 71% of African American males who
enroll in public postsecondary education begin their academic careers in community
colleges (Wood & Williams, 2013). Many institutions are struggling to reduce high
departure rates among collegians (Kuh, Cruce, Shoup, Gonyea & Kinzie, 2008). More
specifically, the likelihood of success (e.g., persistence, achievement, graduation, or
transfer) for African American males attending community colleges is low (Wood &
Turner, 2010). African American males have the lowest rates of completion among any
other ethnic groups at community colleges.
African American males in community college who receive some type of positive
reinforcement from faculty have better chances of persisting to degree attainment (Wood
& Turner, 2010). Faculty validation predicted how African American male students
perceived their academic engagement and indirectly predicted their persistence at the
community college. When students feel high levels of validation from their faculty
members, they are more apt to stay and obtain their degrees (Barnett, 2011).
Social engagement promotes levels of academic progress and degree acquisition.
High levels of social engagement increase the student’s ability to persist in the collegiate
setting (Tinto, 1993). Student social engagement is maintained through interactions with
faculty and peers, and being involved in scholarly and social activities (Stage & Hossler,
2000). Students persist more on college campuses when they are involved in social
engagement (Pascarella & Terenzini, 2005). For African American male students,
"campus involvements and social networks provide the social and cultural capital
necessary to succeed on a predominantly White or historically Black campus" (Strayhorn,
2008, p. 80). Therefore, sustained levels of involvement and networking can stimulate
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African American men to successfully negotiate their higher education environments and
persist toward a college degree. African American males would generally benefit from
research studies conducted on retention strategies, with an emphasis on academic, social,
and other forces that would enable guidance and support at the higher institutional level
(Warde, 2008).
Statement of the Problem
The problem leading to this study is that African American males are leaving
higher education institutions, especially community colleges, at faster rates than other
ethnic groups. The success rates for African American males in the community college
environment are very low. African American males have the highest attrition rates, and
over time 11.5% of African American males will leave the community college before
degree attainment after the first year; the rates jump to 48% after the third year and 83%
after the fifth year (U.S. Department of Education, 2009). Over the last 15 years, many
efforts to improve the outcomes for African American males in higher education have
been initiated, but little progress has been made (Harper, 2014). The African American
community is confronted with numerous issues, and with many African American men
not participating or succeeding at institutions of higher education, this limits the potential
of these men to transform themselves and their communities. The negative outcome of
low African American male success rates in higher education is decreased economic,
political, social, and cultural volume to enhance the lives of all the world’s citizens
(Robinson, 2014).
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Purpose of the Study
The purpose of this quantitative study was to explore obstacles African American
male students face that can hinder their academic progress at community colleges within
the rural regions of Louisiana. The overall aim of this study was to view the collective
experiences of African American males in community colleges to improve their academic
outcomes, completion and retention rates. This study explored African American male’s
educational experiences and the personal and academic obstacles they face as students in
the community college environment.
Research Questions
Four research questions guided this study.
1. What are the perceptions of African American males in rural Louisiana
community colleges regarding institutional factors that affect their completion
rates per the Rural African American Male Community College Experience
survey?
2. What are the perceptions of African American males in rural Louisiana
community colleges regarding the role of relationships with instructors and the
effect of academic success per the Rural African American Male Community
College Experience survey?
3. What are the perceptions of African American males in rural Louisiana
community colleges regarding impediments to social engagement in the
community college environment based on the Rural African American Male
Community College Experience survey?
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To what extent are there different perceptions among African American males in rural
Louisiana community colleges based on age, first-generation college student status,
academic goal, and full-time or part-time job status?
Operational Definitions
1. Achievement gap refers to any significant and persistent disparity in academic
performance or educational attainment between different groups of students, such
as white students and minorities (Glossary of Education Reform, 2013).
2. African American is a term used to describe descendants of slaves in the United
States of America who have African ancestry (Wood, 2012).
3. Community college is “a two-year degree granting institution headed by a
president or chancellor; a single community college campus or multi-campus
community college district; also, refers to junior and technical colleges”
(Tschechtelin, 1994, p. 102).
4. Historically Black College and University (HBCUs) refers to institutions of
higher learning that were founded prior to 1964 with the principal mission of
educating African Americans (Cody-Mitchell, 2000).
5. “Institutional factors refer to the compositional and financial attributes of a higher
education institution.” (Bailey, Calcagno, Jenkins, Leinbach, & Kienzl, 2006, p.
492).
6. Impediment is something that interferes with progress (Merriam-Webster’s
dictionary, 2017).
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7. Persistence is a term used interchangeably with retention to measure and to
describe college students staying enrolled in college in sequential semesters until
graduation (Barbatis, 2010).
8. Predominately White Institution (PWI) is the term used to describe institutions of
higher learning in which Whites account for 50% or greater of the student
enrollment (Lomotey, 2010).
9. Student engagement is used to describe students’ participation in meaningful
activities and experiences including in-class discussions, faculty-student
collaborations, peer interactions, and deep active learning (Strayhorn & DeVita,
2010).
Theoretical Framework
The theoretical framework used for this study was the cultural-ecological theory
of minority school performance. Ogbu (1990) created the cultural-ecological theory of
minority school performance (CE theory), laying the foundation for decades of research
to study ethnicity and race and academic achievement. Ogbu defined cultural ecology as
“the study of institutionalized patterns of behavior interdependent with features of the
environment” (Ogbu, 1990, p. 122). CE theory is important to this study because it
provides a structure for insight on African American male beliefs and their behaviors
towards education (Ogbu & Simons, 1998). For the past 20 years, Ogbu’s standpoint has
dictated the minority versus nonminority educational attainment discussions (Mocombe,
2011). CE theory’s foundation allows for the study of academic achievement gaps of
African American males in the community college environment.
Ogbu’s (1990) CE theory includes four important layers:
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(1) the general idea that students’ academic success is impacted by community
forces and system forces, and that not enough attention has been paid to the ways in
which community forces contribute to involuntary minority student failure; (2) the
distinction of voluntary, involuntary and autonomous minorities; (3) the recognition of
universal, primary and secondary discontinuities between students and the schools they
attend; (4) the idea that involuntary minorities have developed survival strategies—some
of which facilitate academic success and others of which hinder it—including
clientship/Uncle Tomming, collective struggle, hustling, emulation of whites and
camouflage (Foster, 2004, p. 370).
The behaviors and motivations of African American male students, though
different from those of their white peers, are not byproducts of deviance, but should be
viewed as African American male students trying to adapt to their academic environment
(Ogbu, 1990).
Delimitations
The delimitations recognized for this study include:
1. The study is bounded by the group of students in certain distinct locations.
2. The study is bounded by the strength and range of the instrument used.
Significance of the Study
Low graduation and retention rates particularly plague African American males at
community colleges in the nation. This is a problem because the academic failure among
African American males not only impacts society but also impacts the social positioning
of African American men, as degree attainment is directly attributed to participation in
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the workforce, income, social mobility, decreased likelihood of incarceration and
increased life expectancy (Bush & Bush, 2010). “The under-representation of African
American men has serious repercussions not only for the men themselves but also for the
nation as a whole. Whenever a group of individuals is not interacting and achieving at
optimum levels, the country is robbed of talents that could enrich the lives of many”
(Hampton, 2002, p. 4).
There many circumstances and factors that negatively play a role in retention for
African American males in community colleges. These circumstances include hostile
campus racial climate, the absence of funds for intervention programs, the absence of
institutional research on minority student retention and achievement, the absence of
minority faculty and staff, and absence of social and cultural activities (Opp, 2002). In
addition to the circumstances listed above, the absence of academic and social
engagement also serves as obstacles to retention for African American male students
(Opp, 2002).
Community college administrators, state and federal-level policy makers and
faculty can apply the results of this study to help improve degree attainment of African
American males in community colleges. This study is designed to illuminate the unique
relationship between faculty and African American males in community colleges and its
impact on their success or failure. This study is also designed to display the correlation of
being socially engaged and academic success for African American males in community
colleges. Finally, this study is designed to add to the volumes of research about the
factors impacting community college degree attainment, particularly among African
American males.
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Organization of the Dissertation
Chapter I introduced a synopsis on how perceptions of African American males
influence their community college degree attainment. The sections in this chapter are the
statement of the problem, the purpose of the study, research questions, operational
definitions, theoretical framework, an overview of methods, delimitations, and the
significance of the study. Chapter II presents a scholarly literature review related to
African American males, faculty and student interaction and social engagement. Chapter
III provides a detailed description of the study’s procedures and methods. Chapter IV
provides the results and analyses of the study, including an examination of the four
research questions. Chapter V reveals the summary of the findings, implications,
conclusions for each research question, limitations of the study, and recommendations for
future research.
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CHAPTER II
THE LITERATURE REVIEW
African American Males in Community Colleges
Chapter II will focus on the relevant literature pertaining to African American
males in the community college environment. This review of literature will cover the
variables and combined subjects of the study: African American males in community
colleges, faculty interaction with African American males, and African American male
student engagement on campus. This chapter will end with a summary of the literature.
Crisis
African American males continue to fall behind their counterparts in higher
education in reference to the completion of a certificate or a degree (Baber, 2014). In a
6-year span of attending a community college, only 27% of African American men and
26% of Latino men will earn a certificate or degree, or will transfer from the community
college in comparison to White and Asian men’s success rates of 35% and 42%,
respectively (Wood & Harris, 2015). Years of academic research have shown very low
graduation rates for African American males in higher education. African American
males’ degree completion rates are much lower than their white, other minority, and
female peers (Palmer & Maramba, 2011).
The African American male’s plight of success or failure in terms of social
economic advancement has a unique dependency on higher education. In some cases,
level of education may be a more appropriate indicator of class status for African
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Americans than it is for other groups because African Americans often do not receive
salaries or employment opportunities commensurate with their level of education due to
employment and salary discrimination (Bertrand & Mullainathan, 2004). In 2008, 49%
of white Americans ages 25-34 had attained an associate degree or higher, while only
30% of African Americans and 19% of Hispanic Americans had achieved degree
completion (U.S. Department of Education, 2009). If the African American male is not
assimilated into some form of postsecondary education, there is a higher chance of
unemployment or under-employment which could lead to many negative societal
outcomes for the African American male. Poor employment prospects for young men
tend to be associated with their increased engagement in various forms of criminal
activities (Freeman, 1996). “These social and incarceration problems of young dropouts
are quite severe among all gender and race-ethnic groups but are frequently more severe
among men and Blacks” (Sum, Khatiwada, McLaughlin, & Palma, 2009, p. 13). In 2010,
all African American men were six times as likely as all white men to be incarcerated in
federal, state and local jails (Gao, 2014).
The social science literature is replete with bleak conditions and experiences of
African American males in education (Bailey & Moore, 2004). Researchers note that
terms such as endangered, uneducable, dysfunctional, and dangerous are often used to
describe African American males (Majors & Billson, 1992).
Statistics are beginning to portray a story of an African American male crisis in
higher education. As an example, of the African American males eligible to graduate
from high school, less than half do not, and even fewer African American males are
enrolling in the nation’s colleges (Cuyjet, 2006). Those African American males who
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choose to participate in higher education, especially those from low-income
environments (Walpole, 2003), may enroll at HBCUs, 2-year community colleges, and
open enrollment 4-year colleges (Baum & Payea, 2004).
African-American males are one of the most at-risk populations in higher
education in regard to retention. Of particular concern to many in higher education is the
persisting problem of early departure among African American men. They have the
lowest retention and graduation rates compared to females and other ethnic groups (U.S.
Department of Education, 2009).
At the nation’s community colleges, African American males have the lowest
completion rates compared to other ethnic groups. In the current academic climate,
African American males’ lack of completion and retention is becoming an epidemic in
community colleges across the country (Bush & Bush, 2010). Hagedorn et al. (2007)
have posited that the retention of African American male community college students is
among the lowest of all ethnic groups nationally. Postsecondary degree attainment for
African American males leads to outcomes such as increased life expectancy, ability to
participate in the workforce, viable income, social mobility, and decreased chances of
incarceration (Bush & Bush, 2010).
African American males have a lower likelihood of completing the goals they had
upon entering the institution (Harris & Wood, 2014). For example, without completing
their intended degree, 11.5% of African American male students will leave the
community college after one year, 49% will leave after three years and 83% will leave
after six years without a degree or certificate (Wood & Williams, 2013). African
American males have the lowest rates of completion among any other ethnic groups at
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community colleges. Harper (2006) noted that in 2002, African American males
represented 4% of all students enrolled in postsecondary education—the same as they did
in 1976.
African American males have a high rate of unemployment and
underemployment, which can lead to having negative outcomes such as incarceration.
African American males make up approximately 13% of the U.S. population and 40% of
the prison population. These negative impacts on society could be removed if there was a
scholarly, calculated effort to increase African American male participation, engagement,
and graduation at America’s community colleges (Bush & Bush, 2010). Even though the
statistics are alarming and the fate of the African American males enrolled in community
colleges seems desolate, there must be a comprehensive collective from the educational
community to correct these issues (Wood & Williams, 2013). The community college
model was designed for everyone to have open access to a competent education or
vocational training (Hofland, 2011). African American males consistently fall behind
other male racial groups at community colleges regarding degree or certificate attainment
(Wood, 2012).
Obstacles
Various characteristics of African American males (e.g., first generation and low
academic preparation) play a role in their enrollment in college and graduation from
college. African American males attending community colleges are more likely to be
first-generation college students. This is quite a disadvantage because they have not
obtained the social and cultural capital needed to excel in the collegiate environment
(Wood & Essien-Wood, 2012). Community colleges have open enrollment mission
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statements that are inclusive to all students in a region regardless of how well prepared or
unprepared academically the student is, and the cost of attending a community college is
more attractive at first than that of a 4-year institution. This is the reason why many
students choose the community college as their best option to participate in higher
education (Piland & Wolf, 2003). Many African American males seek out the
community college experience because they recognize these institutions are avenues for
socioeconomic advancement (Bush & Bush, 2005). These perceptions have a unique
correlation to the community college’s mission of providing open-access educational
options for everyone (Nevarez & Wood, 2010).
African American males have viewed the community college as a place to help
improve their social and economic status. The African American male’s matriculation to
the community college has not garnered many successful outcomes (Bush, 2004). Bush
(2004) states the reason for the lack of successful outcomes for African American males
in community college is because many of the solutions designed to help improve African
American males’ outcomes at community colleges are based on the failure of the African
American male student and not the educational system’s failure regarding the African
American male students.
African American males entering college may have limited resources for
academic support while facing demands of social growth (Strayhorn, 2008). Cuyjet
(2006) noted that African American males have shown a deficit in gaining a positive self-
image and identity in higher education and continue to be inadequately represented. The
negative imagery of the African American male in popular culture has not helped to
support their higher education aspirations and opportunities.
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Current research has unearthed that employment during college has a negative
effect on any student in a college setting. Students with part-time or full-time
employment have higher instances of leaving college without obtaining a degree
(Summers, 2003). Tinto (1993) concludes that off-campus employment can have
negative consequences for academic persistence and completion. Minority students are
more apt to work to help pay for tuition, thus increasing the dropout rates for African
American males (Wendt, 2014). Wood (2011) used a qualitative method by interviewing
28 African American males at a community college located in the southwestern part of
the United States to determine the different predictors for African American males
leaving community colleges, and in his research, it was noted that in comparison with
other males attending college, African American males leave college due to personal
reasons, family responsibilities and financial resources.
Compared to other students in collegiate environments, African American males
are introduced to obstacles that, without some form of intervention, may have negative
effects on their academic success: problems with asking for assistance, becoming
involved in social offerings at the colleges, and cultivating relationships with faculty
members, administrators, and peers (Strayhorn, 2008). While the weight of success or
failure in the university setting is on the student, the low graduation rates for African
American males cannot be placed solely on personal responsibility. There are many
factors that negatively influence retention for African American male students enrolled in
community colleges. These factors include destructive campus racial environments,
insufficient financial aid, lack of college funds for intervention programs, lack of
institutional research on minority student retention and achievement, lack of minority
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faculty and staff, and lack of social and cultural activities (Opp, 2002). Thus, while there
are structural and environmental forces that inhibit a diversity of students from
succeeding in college, the overwhelming content of the literature suggests that there is
something unique about the experience of African American males due to historical
trends of race-based discrimination and flawed cultural assumptions (Wood, 2011; Wood
& Essien-Wood, 2012). The environment surrounding the African American males is as
much a key to success as their academic and social upbringing (Bush & Bush, 2010).
Research at 4-year Colleges
Many African American male undergraduate students are enrolled in public 2-
year community colleges, at a rate of 41% (Palmer, Wood, Dancy & Strayhorn, 2014).
The research about African American males’ experiences in community college has been
scarce, with much of the research to this date focused on African American males
enrolled in public or private, 4-year universities (Wood & Essien-Wood, 2012).
The volume of literature concerning the African American male in higher
education concentrates on 4-year institutions rather than the community college (Beckles,
2008). The research has many discrepancies in assuming the experiences of the African
American male students at community colleges are similar to those of the African
American male students at 4-year institutions (Wood, 2011). Research suggests the
experiences of African American male students pursuing a college degree have not
improved, especially at the community college level (Flowers, 2006).
While research on African American students in higher education has been
restricted to their undergraduate experiences at PWIs, HBCUs, and at other senior
colleges, little attention has been given to the experiences of African American males
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enrolled in community colleges (Harper, 2013). Community colleges are the most
prevalent entry point for postsecondary education for African American students
(Chenoweth, 1998).
Faculty Interaction with African American Males
Regardless of the students’ demographic characteristics, the student-instructor
interactions remain an important factor in student success. The majority of faculty-
student interaction research was concentrated on white students, but in research done by
Lundberg and Schreiner (2004), faculty-student interactions were analyzed as a predictor
of academic success for six different racial and ethnic groups. Survey results from a
sample of 4,501 students who completed the College Student Experiences Questionnaire
indicated that frequent faculty interaction contributed to success for all racial groups.
However, Lundberg and Schreiner (2004) also found that faculty-student interaction was
a better predictor of academic success for African American students than for White
students.
Faculty influence on the persistence of African American students is not to be
understated. African American students are more likely to persist when faculty display a
compelling acceptance, sometimes referred to as validation, that all students are capable
of learning and can be taught to learn (Good, Halpin, & Halpin, 2002).
African American students aspire to have direct contact with faculty and credit
much of their academic success to professors who engage them in the classroom and
affirm them as qualified to be there (Kraft, 1991; Love, 1993). In a qualitative research
study involving 43 African American students attending a PWI, almost 60% of the males
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interviewed mentioned social support as one of the essential factors to enhance their
academic success (Nettles & Perna, 1997).
Other research findings on underserved students in the community college setting
report that when students develop relationships with faculty and staff within the
institution, it improves student motivation, outcomes, goal completion and persistence
rates (Settle, 2011). Brown (2007) declares that students who communicate with faculty
outside the classroom and have meaningful interactions with them are more likely to
persist in a college environment.
Foster (2008) conducted qualitative research in the form of interviews and focus
groups with 12 African American male students at a community college in California.
Two of the main focuses of the research were to garner information about the students’
experiences with faculty and the collegiate environment. He found that if the student
perceives the college environment to be negative, the student is less likely to participate
in class. It was also noted in his research that the African American males in his study
are present in class but often fail to participate in any of the discussions in class. Some
students in his study stated that they may consult with faculty after class is over, but most
will not ask for help from a faculty member, and all participants responded that attending
office hours is not considered as an option.
Stevens (2006) organized a qualitative study about the African American males’
experiences at community colleges. There were six African American male participants
in the study. The demographics for these students were first-generation college students
between the ages of 18 and 20 and first semester freshmen at a selected community
college in the northeast United States. Stevens stated that African American males were
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hesitant “to speak out in class [due to] fear of making some mistake that would reflect
unfavorably on their race” (p. 153). In Stevens’ (2006) study, students noted that their
lack of participation in the classroom environment was a direct result of what they felt
were unwarranted stereotypes that African American males are inferior in intelligence.
In her study, faculty participants recognized that they perceived and treated African
American males differently and that these students were unwilling to participate in class
discussions or come to office hours. Stevens’ (2006) research indicated that faculty
participants felt disappointment and frustration with African American males because
they did not reach out and ask for help when needed.
Stereotype threat is a condition where students are aware of the negative
stereotypes that surround them (Steele 1997, 1998). Stereotype threat is the leading
cause of minimum self-efficacy and the beginning stages of self-identifying with entities
that conflict with obtaining an education (Chavous, Harris, Rivas, Helaire, & Green,
2004).
Wood’s (2014) research with 28 African American male participants showed that
faculty and other students viewed African American males as academically inferior.
Multiple participants in this study stated that fear of being perceived as “dumb,”
“ignorant,” and “stupid” halted their classroom engagement. Some students said that
their lack of engagement also made them leery of using on-campus tutoring (Wood,
2014). The students in the study understood that the first interaction with the faculty set
the tone for how much or how little the students will engage in the classroom setting. In
a majority of the cases, the students had to initiate that first contact in order to be taken
seriously in the class. For example, three subjects in this study all noted that the
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instructors were testing the students’ desires to succeed in the class by waiting on them to
make the initial contact before giving a student time and energy. These participants also
noted that the faculty viewed disengagement as them not caring about their studies or
academic discipline. From this study, it was established that the majority of the faculty
who taught the participants held an “approach me first” and “prove yourself” mantra
before establishing any rapport with the student (Wood, 2014).
Fear of being dumb is one factor that is leading African American males to
disengage in the classroom. This disengagement is the byproduct of a protective
mechanism from an actual past or present inferiority complex African American males
may have received in other academic settings (Fischer, 2010).
The faculty are the gatekeepers to a student’s success or failure in the classroom
setting. The faculty set the tone and environment for success in the classroom. Faculty
set the tone by fostering a welcoming environment, being proactive in starting the
positive friendly dialogue with students and making the classroom environment a place
where all the students feel they belong. If these conditions are present in the classroom,
student engagement will increase (Harrison & Palacios, 2014). Costner, Daniels, and
Clark (2010) purport that if the postsecondary educational system wants African
American male students to succeed, it must not only look to the students to change but
also for the faculty to examine the attitudes they hold that serve to disenfranchise
minority students.
Faculty engagement is the number one variable that contributes to the success of
African American males in community colleges. Faculty who foster personal
connections with African American males begin to see their African American male
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students raise the bar in academics and classroom participation (Community College
Survey of Student Engagement, 2014). Each educator has the ability to thwart any
negative mechanism that may prevent any student’s success (Smith & Hung, 2008).
Faculty engagement can be achieved in the following ways: “(a) creating a
welcoming environment in the classroom; (b) proactively reminding students of
coursework; (c) seeking out conversations with students; (d) remedying the concerns of
the students; and (e) always giving positive encouragement to students to help them
achieve their academic potential” (Wood & Turner, 2011, p. 147).
Consistent and influential contact with a faculty member is essential to African
American students in the college environment. Mentoring opportunities (formal or
informal) with faculty and staff, especially if available from African American
professors, are effective strategies to support student success (Ugbah & Williams, 1989).
African American Male Student Social Engagement
There is a limited amount of research related to African American males’
experiences in community colleges, especially in the areas of engagement. The majority
of the literature targets persistence in community college (Wood, 2010).
Student engagement by definition is “the time and effort students devote to
activities that are empirically linked to desired outcomes of college and what institutions
do to induce students to participate in these activities” (Kuh, 2009, p. 683), and as “the
extent to which students are engaging in activities that higher education research has
shown to be linked with high-quality learning outcomes” (Krause & Coates, 2008, p.
493). Similarly, Hu and Kuh (2001, p. 3) define engagement as “the quality of effort
students themselves devote to educationally purposeful activities that contribute directly
22
to desired outcomes.” Research findings show that African American males in college
can be affected by the institution’s social environment (Reid & Radhakrishnan, 2003). If
faculty and institutional members in teaching-learning positions do not integrate student
development theories, African American males can become disengaged from the campus
community (Reid & Radhakrishnan, 2003).
One of the best predictors of student success is the degree to which a student is
engaged in the life of a college community. Research specifically on minority students
shows that when they are simultaneously connected, involved, and served, a student of
color is more likely to persist in college (Tinto, 1987). Students who are fully invested in
the academic and social life in college experience positive outcomes in satisfaction and
academic growth, and graduate at a faster rate than those students not involved in the
social or academic life (Astin, 1996).
Kinzie and Kuh (2004) conducted research studying the inner workings of 20
campuses. The focus of the research was to seek out common attributes at these colleges
that promoted student success. The institutions in this study varied from small, large,
urban, rural, HBCUs, PWIs, commuter and residential, exclusive, and open access. Each
of the institutions in the study was chosen because of its higher than predicted graduation
rates and its high scores in all or some of the hallmarks on the National Survey of Student
Engagement. Practices at the institutional level can help promote student academic and
social engagement that is paramount to developing the student personally and
intellectually. Kinzie and Kuh (2004) stated when researching college preparation and
previous academic standing and placing all ethnicities within categories, student
engagement is the strongest indicator of college success.
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The likelihood for degree attainment increases when the student has greater levels
of social integration and a high commitment to the college (Pascarella, Smart, &
Ethington, 1986). Talley (2008) asserts: “The importance of providing a supportive
environment that enhances and facilitates conceptual and practical learning cannot be
ignored because it compels students to do their best and work to their full potential” (p.
331).
African American male academic and social engagement are at much lower levels
than African American female social and academic engagement (Harper, 2009). In
Harper’s (2009) research, he used a qualitative method of face-to-face interviews to
collect data from 143 African American male undergraduates at 30 PWIs in the U.S. The
focus of the research was to provide a narrative of the African American males’
experiences at PWIs. The African American males chosen for the study were
undergraduates with a cumulative, grade point average (GPA) above 3.0; who engaged in
leadership with a multitude of on campus student organizations; who created bonds with
campus administrators and faculty beyond the classroom setting; who were involved in
experiences that enriched their education such as internships, studying abroad, and
conducting summer research; and who had been recognized for their college
achievements. These African American males were chosen because decades of literature
on undergraduates state that students who are actively engaged on campus have a better
chance of surviving intuitional barriers than those who are not engaged socially
(Pascarella & Terenzini, 2005). Harper’s (2009) research opposes the notion that the low
levels of engagement for African American males is because of their lack of focus and
drive in their educational pursuits. Harper (2009) stated the challenge of low engagement
24
is an institutional problem and not the issue of the African American male student. He
uncovered in the research that disengagement is a byproduct of institutional neglect.
Bush’s (2004) and Harper’s (2009) stances on African American male student
engagement are similar. Bush (2004) stated that African American male students have a
type of social reluctance to meet with faculty inside and outside the confines of the
classroom. He described that failure to be engaged in classroom activities had a negative
effect on that student’s performance. Therefore, African American male students’
reluctance to interact with faculty and poor attainment are a result of a college’s culture,
operations, and dispositions, which often foster perceived views of inferiority. Research
findings show that African American males in college can be affected by the institution’s
social environment (Reid & Radhakrishnan, 2003). If faculty and institutional members
in teaching-learning positions do not integrate student development theories, African
American men can become disengaged from the campus community (Reid &
Radhakrishnan, 2003).
Bush and Bush (2010) conducted a study that showed the many institutional
dilemmas that African American males face as they try to reach completion through the
California community college system. This study analyzed the correlation between
institutional support at the community college and the academic achievement of African
American males. Inland Community College (ICC) located in Southern California was
used for this study. A focus group was used as a means of supporting and clarifying the
quantitative data on African American male students’ perceptions of their college
experience and its effects on their achievement. The focus group comprised of six
African American male students enrolled at ICC. Participants had an age range of 18-25.
25
Bush and Bush’s (2010) research explains that many African American males face subtle
nuances with racial stereotypes that occur in the classroom with White faculty, staff, and
students. This unsettling environment can cause very low levels of overall engagement at
the college. Lack of engagement is attached to reduced success, performance and
achievement rates among African American males. In their research, they found the lack
of engagement as a cause for concern because African American males are in the most
need of faculty-led classroom interactions and the other helpful support services offered
to students.
Kraft (1991) conducted a research study with 43 African American students at a
PWI. The purpose of this study was to figure out why some African American students
succeed at PWIs and why some do not. In her qualitative study, there were 10 freshmen,
12 sophomores, 12 juniors, and 9 seniors. The participants were 65% African American
females. The ages were from 18 to 26. Kraft (1991), supporting the idea of alienation,
found that African American students stated the greatest problem they faced upon arrival
to campus was the inhospitable atmosphere created by the white student population.
In retention studies, social participation has become a great measuring tool
because social involvement tends to focus on the behaviors of students. Social
involvement influences students’ satisfaction and persistence (Pascarella & Terenzini,
1983). Pascarella and Terenzini (1983) went on to conclude that students who feel
comfortable socially persist at a higher rate than students who do not feel comfortable
socially. Furthermore, Griffin (1992) inferred that friendly relationships between
students and staff were enhanced by students’ informal contact with staff and that these
26
friendly relationships had a positive influence on students in terms of their personal,
social, and intellectual development.
Mayo, Murguia, and Padilla (1995) conducted an investigation with the purpose
to display the effect of formal versus informal social integration on grade point average.
The participants in this study were: 344 Mexican American, 315 African American, 292
Native American and 340 White students. They found that formal social integration
(e.g., contact with formal representatives and organizations) had a much greater impact
on Mexican American and White students’ academic performance and that informal
social integration (e.g., participation in the social life of the campus) had a greater impact
on academic performance for African American students. African American students’
perceptions of institutional supportiveness impacted their college persistence (Berger &
Milem, 1999). Supportive campus atmospheres communicate to African American
students that it is safe to take risks associated with intellectual growth and development
and increase the probability that they will succeed (Allen, 1992).
Strategic and intentional institution-wide efforts towards affirming individual
student value and creating connections are essential for the success of African American
students. Holmes, Ebbers, Robinson, and Mugenda (2000) developed a conceptual
model based on the belief that minority students need to sense appreciation and
hospitality both academically and socially in order to succeed. Therefore, their
experience both inside and outside the classroom, from the initial exposure to the
institution and continuing through each developmental stage of their college career, needs
to reinforce the sense that they are valued and welcomed.
27
African American male student athletes are benefiting from student engagement.
African American male student athletes attain degrees at a higher percentage than the
African American male student body (53% compared to 41%). The support system
provided to student athletes is very beneficial to retention and degree attainment for
African American male students (Hosick, 2015). The National Collegiate Athletic
Association (2009) communicates that Division I athletic departments supply athletes
with academic support services, orientation programs, tutoring, mentoring, and financial
support. The support that is supplied to student athletes is very significant because in the
general sense, student athletes score lower on standardized tests required for college
entrance. In spite of this, African American male athletes are persisting in the collegiate
environment at higher rates than African American males who do not receive this type of
support (Wright, 2016).
Summary
The literature and research about African American males in higher education
thus far have uncovered a variety of topics such as achievement gaps at universities and
community colleges, effects of faculty student interaction, persistence, and social
engagement on campus. Due to disparaging academic achievement outcomes for African
American males in higher education, the majority of the literature describes the African
American male in a negative light using keywords such as underprepared and
disengaged. The use of negative words in the literature can give the impression that
higher education may not be for African American males. Community colleges have a
mission to serve all segments of society through an open-access admissions policy that
offers equal and fair treatment to all students (Vaughn, 2006). The issues of low
28
achievement and lack of engagement for African American males is a community college
issue, and research should be focused on how these institutions of higher education can
help combat and remedy these issues.
In every type of higher education environment, faculty members set the tone for
the learning environment. This is especially true at community colleges. Community
college faculty’s main focus is instructing and assisting students of all types of academic
backgrounds in the different disciplines (Smith, Wenderoth, & Tyler, 2013). There is a
disconnect in the classroom environment between faculty and African American males.
The limited research goes on to expose that there may be other factors at play besides the
standard underprepared and uninterested African American male student argument
(Harper & Davis, 2012). That argument has been presented in research and practice as
the underlying issue of why African American males are failing socially or academically
in community colleges, which can lead researchers to discount the particular group and
not the actual policies, administration and culture surrounding the community colleges
(Bush & Bush, 2010). “Some of these factors are gender issues, personal characteristics
(self-efficacy, motivation, and identity), the resources available in poorer segregated
schools attended by many African American males (academic preparation), expectations
and biases of significant people in a student’s life (teachers, family members, peers and
societal messages), lack of male role models (at home, in school and life), and low levels
of engagement in educational activities” (Manning & Everrett, 2008, p. 2). Research
shows that the impact of positive faculty and staff-student relationships and interaction is
vital to the success of African American males (Hilton, Wood, & Lewis, 2012).
29
African American males are an at-risk population in the realms of higher
education. There is an achievement gap for African American males in community
colleges. The lack of achievement may be attributed to low levels of engagement on
these community college campuses. Higher levels of student engagement are positively
correlated with higher student retention and graduation rates (Astin, 1999). The
consensus among researchers regarding African American male engagement in education
is that more research is warranted (Manning & Everrett, 2008). The National Survey of
Student Engagement (2013) describes student engagement as "the amount of time and
energy students put into their studies, other educationally purposeful activities, coupled
with the ability of an institution to deploy its resources and organize activities supporting
student learning" (p. 1). Engaging students in activities that encompass and support all
students from different socioeconomic statuses and cultural backgrounds is vital in
assisting students with degree completion. Moreover, the engagement of African
American males is significant because this group is at risk for not matriculating to
graduation (Brooks, Jones, & Burt, 2013).
Higher education should be able to provide comprehensive environments which
persuade social engagement and academic enhancement for African American males.
This may be accomplished by acknowledging the social aspect of the student's life and
investigating opportunities in order to establish social and intellectual comfort (Taylor &
Olswang, 1997).
30
CHAPTER III
METHODS
The purpose of this quantitative study was to explore the perceptions of African
American male students regarding the challenges they face that can hinder their academic
progress at community colleges within the Louisiana rural regions. The overall aim of
this study was to view the collective experiences of African American males in
community colleges to improve their academic outcomes as well as their completion and
retention rates. This study explored African American male’s perceptions of their
educational experiences and the personal and academic obstacles they face as students in
the community college environment and included 100 African American males enrolled
in two rural community colleges in Louisiana sharing their experiences by participating
in a survey.
This chapter provides information related to the research design, research
questions, research site, population and sampling procedures, instrument, data collection
procedures, and data analysis procedures.
Research Design
In this study, the researcher used the quantitative design method to collect data.
This is also a correlational and a cross-sectional study. These research design methods
were chosen because they provided the researcher with descriptive statistics and
relationships between the independent and dependent variables. The dependent variables
31
in this study were age, first-generation college student status, academic goal, and full-
time or part-time job status. The independent variables were institutional factors that
affect students’ completion rates, role of relationships with instructors, and impediments
to social engagement in the community college environment. Through the collection of
quantitative data, the researcher sought to find a better understanding of the
underachievement issues at community colleges related to African American male
students.
Review of Research Questions
Four research questions guided this study:
1. What are the perceptions of African American males in rural Louisiana community
colleges regarding institutional factors that affect their completion rates per the Rural
African American Male Community College Experience survey?
2. What are the perceptions of African American males in rural Louisiana community
colleges regarding the role of relationships with instructors and how it affects their of
academic success per the Rural African American Male Community College Experience
survey?
3. What are the perceptions of African American males in rural Louisiana community
colleges regarding impediments to social engagement in the community college
environment based on the Rural African American Male Community College Experience
survey?
4. To what extent are there different perceptions among African American males in
rural Louisiana community colleges based on age, first-generation college student status,
academic goal, and full-time or part-time job status?
32
Research Site
The study was conducted at two community colleges in rural Louisiana. The
community colleges selected were chosen for the rural environment and number of
African American male students each community college in the study serves. The size of
the community colleges in this study is important because students at larger populated
community colleges may have different experiences and perceptions. The first
community college that participated in the study has a student population of 4197. The
student population is 30% African American. Minority representation within the faculty
and staff is less than 2%. The student body consists of 53% males (Louisiana Board of
Regents, 2017). There are over 22 career technical education programs ranging from
drafting to nursing. This community college also offers a transfer to a 4-year university
pathway and has over 10 transfer partnerships with universities. The citizens in the
community surrounding the first community college have an average income of $38,000.
The community racial demographics consisted of 49% African American and 48%
White. In this community 61% of African Americans are at the poverty line (U.S.
Census Bureau, 2015). The second community college that participated in this study has
an overall student population of 2071. The student population is 21% African American.
Minority representation within the faculty and staff is less than 5%. The student body
consists of 45% males (Louisiana Board of Regents, 2017). The second community
college offers over 18 career technical education programs and has a transfer degree
program. The community surrounding the second community college has a median
income of $46,005. The community racial demographics are 68% White and 27%
African American. In this community 58% of African Americans live in poverty (U.S.
33
Census Bureau, 2015). The results provided information about the unique experiences of
African American males at community colleges within these rural regions.
Participants
Participants selected for the current study were self-identified as Black or African
American males of U.S. citizenship enrolled full time or part time in an associate degree,
technical diploma or certificate program at a community college located in the rural
Louisiana. The data for this study were provided by 100 African American male students
from 2 of the 13 community colleges in the state of Louisiana. The statistical analysis
started and the survey participation was closed when 100 surveys were finished by the
participants. As an incentive to participate in this study, all participants’ email addresses
were entered into a drawing for a $100.00 Amazon gift card.
Instrumentation
The instrument used for this study (see Appendix A) was developed in 2017 by
the researcher to analyze the experiences of African American male students in Louisiana
that affect retention and completion rates. The survey instrument created by the
researcher was modified from the Mattering Scales for Adult Students in Higher
Education (MHE) survey developed by Schlossberg, Lassalle, and Golec (1989). Dr.
Schlossberg granted the researcher permission to use the MHE for this study. The
MHE’s main purpose is to assess the perceptions of adult learners about their educational
environment (Schlossberg et al., 1989). The format of the MHE survey was used as a
guide, but survey questions were changed to meet the needs of this study. The specific
changes made to the instrument focused on capturing the experiences and perceptions of
34
rural African American male community college students. A Likert-type scale was used
in the survey. The survey questions were guided by the four research questions. The
research questions provided the four sections for the Rural African American Male
Community College Experience survey:
1. Institutional factors that affect African American male students’ completion rates.
2. The role of relationships with instructors and the effect that relationship has on
academic success for African American students.
3. Impediments to social engagement for African American male students in the
community college environment.
4. Demographic information including age, first-generation college student status,
academic goal, and full-time or part-time job status.
Table 1 shows the connection between each of the research questions and the survey
instrument items as well as the statistical procedure used to analyze the responses for
each item.
35
Table 1
Research Question Mapping and Analysis
Research Question
Instrument
Item Number
Analysis Procedure
Institutional factors that affect completion
rates
5-10, 24
Descriptive statistics
(mean, SD, and
percentages)
Role of relationships with instructors and
effects on academic success
11-18, 25
Descriptive statistics
(mean, SD, and
percentages)
Impediments to social engagement in the
community college environment
19-23
Descriptive statistics
(mean, SD, and
percentages)
Different perceptions based on age, first
generation students, fulltime or part-time
job status, and community college goal
1-25
One way ANOVA
Pilot Study
A pilot study was used to establish the reliability of the questionnaire. “The term
‘pilot studies’ refers to mini versions of a full-scale study, as well as the specific pre-
testing of a particular research instrument such as a questionnaire or interview schedule”
(Teijlingen & Hunley, 2002, p. 33). The pilot study was conducted at a rural community
college in Arkansas. The results from the 16 Likert-scale items in the questionnaire were
evaluated using Cronbach’s Alpha Test. The Cronbach's Alpha output for the
institutional factor questions 5-10 and 24 was N=7 and alpha = 0.708. The Cronbach's
Alpha output for the student instructor relationship questions 14 through 18 was N=5 and
alpha = 0.675. The Cronbach's Alpha output for the social engagement questions 20
36
through 23 was N=4 and alpha = 0.566. A reliability coefficient more than 0.70 is an
acceptable alpha level and an alpha level as low as 0.50 is appropriate for effective
measures, particularly for beginning research (Nunnally, 1978). The researcher found a
high level of internal consistency for the instrument used with the specific sample
population questioned in the pilot study. The survey instrument used for the pilot study
included 25 questions overall. There were four questions that measure participants’
demographics. The demographics being measured were age range, first-generation
college student status, academic goal, and job status. There were seven questions that
measured the institutional factors that may affect completion rates. There were nine
questions that measured the experiences with faculty. There were five questions that
measured student engagement socially and academically on campus.
A panel of experts established the validity of the pilot’s questionnaire. The
panel’s main purpose was to recommend the direction and flow of the questions and to
approve the questionnaire before the pilot study was conducted. The panel of experts
consisted of two seasoned professionals in the community college with significant
knowledge of instruction and administration. Each of the panel’s experts reviewed the
pilot test questions and the proposal and offered his unique perspectives to the project.
The majority of the communication between the researcher and panel was done with
telephone conferences and email correspondences. The panel recommended that the
survey be minimized to 25 questions from 45 questions and to correct any grammatical
issues found in the survey. The researcher compiled all the recommendations from the
panel and made the necessary adjustments to the survey instrument. The Institutional
37
Review Board (IRB) of Mississippi State University approved the pilot study and the
ensuing research.
Data Collection Procedures
This study utilized a survey as the means for data collection. The survey was
presented to 100 African American male students at two community colleges located in
rural Louisiana. The survey was distributed online via Kwik Surveys during the summer
semester of 2017. The primary contacts at the community colleges provided the
researcher with the email addresses of all the African American male students enrolled at
their colleges. The researcher then emailed the participants a link to the survey and a
letter of consent. Once the survey was completed by each participant, his results were
recorded in an online database only the researchers had access to. The African American
male students who participated in the study did so anonymously. Even though their
email addresses were collected for purposes of the drawing, their responses were not tied
to an identifying email address.
Data Analysis Procedures
For the purposes of this study, participants were put in categories based on the
demographic information. This study investigated the differences between the responses
of each participant. The data analysis was done using the Statistical Package for Social
Sciences (SPSS) software. For the Likert-scale questions 5 through 10, 14 through 18,
and 20 through 24, “Strongly Disagree” (SD) was given a value of 1, “Disagree” (D) was
given a value of 2, “Agree” (A) was given a value of 3, and “Strongly Agree” (SA) was
given a value of 4. Percentage data and standard deviation were used in the analysis of
38
Research Questions 1, 2, and 3. One-way analysis of variance (ANOVA) tests were used
to determine if there were any differences in African American male students’
perceptions based on their demographic characteristics for Research Question 4.
Chapter Summary
Chapter III presents an examination of the survey research design used for this
study. The participants’ characteristics are defined, and the parameters for the
questionnaire are defined along with the sections of the instrument. The chapter ends
with details about the study’s data collection and analysis procedures.
39
CHAPTER IV
RESEARCH FINDINGS
The purpose of this study was to explore the obstacles African American male
students face that can hinder their academic progress at community colleges within the
rural regions of Louisiana. This study explored the African American male’s educational
experiences and the personal and academic obstacles they faced as students in the
community college environment. This was a quantitative research study. Data analyses
used to address the research questions include descriptive statistics for Research
Questions 1-3 and one-way ANOVA for Research Question 4. SPSS software, version
24.0, was used to conduct the analysis on the data collected. This chapter presents a
description of the results.
Four research questions guided this investigation.
1. What are the perceptions of African American males in rural Louisiana community
colleges regarding institutional factors that affect their completion rates per the Rural
African American Male Community College Experience survey?
2. What are the perceptions of African American males in rural Louisiana community
colleges regarding the role of relationships with instructors and the effect of academic
success per the Rural African American Male Community College Experience survey?
3. What are the perceptions of African American males in rural Louisiana community
colleges regarding impediments to social engagement in the community college
40
environment based on the Rural African American Male Community College Experience
survey?
4. To what extent are there different perceptions among African American males in
rural Louisiana community colleges based on age, first-generation college student status,
academic goal, and full-time or part-time job status?
All 13 community colleges in Louisiana were invited to participate in the study;
however, only two participated in this study. Those two community colleges provided
the researcher with the email addresses of all the African American male students
enrolled in the summer semester. A total of 100 African American male students from
the two community colleges completed the survey. The survey included 25 questions.
The survey questions were organized by the institutional factors that affect completion
rates, the role of relationships with instructors, impediments to social engagement in the
community college environment, and different perceptions based on age, first-generation
college student status, full-time or part-time job status, and community college goal.
The demographic data of the participants are presented first. Then, all of the
survey questions are presented with a summary of the responses. After the overall
responses are presented, data that was used to answer each of the research questions is
presented. This chapter presents the results of the survey along with the findings of the
analyses.
Demographic Information
The participants included in this study were all African American male students at
two rural community colleges located in Louisiana. There were 100 African American
male students who completed the survey.
41
Table 2 is a representation of the demographic characteristics of the participants
in this study. As shown in Table 2, 18% of the participants were 18-20 years old, and
36% were aged 21 to 23. There were 21% of participants in the 24 to 26 age range, 10%
in the 27-35 age group, and 15% in the 36 and above category. Regarding the job status
of participants in this study, 0% of the participants worked 10 hours or less weekly, 4%
worked 11 to 14 hours weekly, 41% worked 15 to 20 hours weekly, 16% worked 21 to 35
hours weekly, 12% worked 36 to 40 hours weekly, 4% worked more than 40 hours
weekly, and 23% of participants were not employed. Of the participants, 45% were first-
generation students and 55% were not first-generation students. An examination of the
participants' community college goal revealed 46% of participants’ intentions were to
complete an Associate’s degree, 15% of participants’ intentions were to obtain a
technical diploma, and 32% of participants’ intentions were to complete basic
coursework so they can transfer to a university. Of the participants 1% of them had
intentions to obtain a certificate and 6% of participants stated they did not have a goal.
Participants were allowed to choose only one goal.
42
Table 2
Demographic Information of African American Male Student Participants
Variable
Percentage
Age
18-20
21-23
24-26
27-35
36 and above
18%
36%
21%
10%
15%
Job Status
10 hours or less
11 to 14 hours
15 to 20 hours
21 to 35 hours
36 to 40 hours
More than 40
Not employed
0%
4%
41%
16%
12%
4%
23%
First-Generation Student Status
Yes
No
45%
55%
Community College Goal
Complete my Associate’s Degree
Obtain a Technical Diploma
Complete Basic Coursework so I can transfer
Obtain a Certificate
I Do Not Have a Goal
46%
15%
32%
1%
6%
Demographics Data Summary
The demographic information gathered supplied useful data regarding the survey
participants. Participants responded to four demographic questions which provided data
relating to age, job status, first-generation student status, and community college goal.
The analytics of the participants showed that the majority of the participants fall within
the 21-23 age range (36%) and 24-26 age range (21%). Table 2 also shows the majority
of the survey participants work part-time (61%) or are not employed (23%). The
demographic data collected on first-generation student status revealed that 55% of survey
participants were not first-generation students. The demographic analytics on the survey
43
participants’ community college goal showed 46% intended on completing the
Associate’s degree and 32% intended on transferring to a 4-year university.
Research Question 1:
What are the perceptions of African American males in rural Louisiana
community colleges regarding institutional factors that affect their completion rates per
the Rural African American Male Community College Experience survey?
Research Question 1 was crafted to aid the researcher to understand some of the
perceptions African American male community college students had about the
administration. There were seven survey questions designed to answer Research
Question 1. Those questions were questions 5-10 and question 24. The seven survey
questions were designed to extract favorable or unfavorable responses about perceptions
African American community college students in rural Louisiana have about their
community college administration. To analyze Research Question 1, descriptive analysis
was administered, including percentages, means, and standard deviations using SPSS
software. In the SPSS software, “SD” was given the value of 1, “D” was given the value
of 2, “A” was given the value of 3, and “SA” was given the value of 4. The results are
listed in Table 3.
Survey question number 5 asked the participants if, “The administration does a
good job of making sure you feel comfortable and safe on campus.” Of the responses
given, 1% chose “SD,” 16% chose “D,” 73% chose “A,” and 10% chose “SA.” The
mean was 2.7. The standard deviation was .6.
Survey question number 6 asked the participants if, “There are programs on
campus that have reached out to you personally to help you succeed as a student and as a
44
person.” Of the responses given, 3% chose “SD,”51% chose “D,” 37% chose “A,” and
9% chose “SA.” The mean was 2.6. The standard deviation was .7.
Survey question number 7 asked the participants if, “You feel like you are
important to the administration and student body.” Of the responses given 7% chose
“SD,” 41% chose “D,” 48% chose “A,” and 4% chose “SA.” The mean was 2.5. The
standard deviation was .7.
Survey question number 8 asked the participants if, “The administration does a
good job in promoting diversity in its faculty and staff.” Of the responses given, 4%
chose “SD,” 65% chose “D,” 21% chose “A,” and 10% chose “SA.” The mean was 2.4.
The standard deviation was .7.
Survey question number 9 asked the participants if, “You feel comfortable talking
with the administration about your fears, experiences, and needs on campus.” Of the
responses given, 5% chose “SD,” 46% chose “D,” 40% chose “A,” and 9% chose “SA.”
The mean was 2.5. The standard deviation was .7.
Survey question number 10 asked the participants if, “You feel you are viewed as
a negative racial stereotype at this community college.” Of the responses given, 9% chose
“SD,” 51% chose “D,” 32% chose “A,” and 8% chose “SA.” The mean was 2.4. The
standard deviation was .8.
Survey question number 24 asked the participants if, “I know more than 3 African
American males who have graduated or transferred to a 4-year university from this
community college.” Of the responses given, 10% chose “SD”, 47% chose “D”, 27%
chose “A”, and 6% chose “SA”. The mean was 3.1. The standard deviation was .9.
45
Table 3
Perceptions of Institutional Factors
Survey Question
SD
D
A
SA
Mean
Standard
Deviation
(5) Feel comfortable and
safe on campus
1%
16%
73%
10%
2.7
.6
(6) Programs have reached
out to you personally
3%
51%
37%
9%
2.6
.7
(7) Feel important to
administration and student
body
7%
41%
48%
4%
2.5
.7
(8) Administration does a
good job in promoting
diversity in its faculty and
staff
4%
65%
21%
10%
2.4
.7
(9) Comfortable talking
with administration about
your fears, experiences, and
needs on campus
5%
46%
40%
9%
2.5
.7
(10) Viewed as a negative
racial stereotype at this
community college
9%
51%
32%
8%
2.4
.8
(24) Know more than 3
African American males
who have graduated or
transferred from this
community college
10%
47%
27%
16%
3.1
.9
Question 1 Data Summary
The findings in Table 3 suggest that 83% of survey respondents either agreed or
strongly agreed that the administration is doing a good job of making them feel safe on
46
campus. Of the survey participants, 54% either disagreed or strongly disagreed that there
are programs that have reached out to them to help them succeed as a student and as a
person. Of the survey participants, 52% either agreed or strongly agreed with feeling
important to the administration and student body. Amongst the survey participants, 69%
noted that they either disagreed or strongly disagreed that the administration is promoting
diversity in its faculty and staff. Of the survey participants, 51% disagreed or strongly
disagreed with feeling comfortable talking with the administration about their fears,
experiences, and needs on campus. Of the survey participants, 60% disagreed or strongly
disagreed with being perceived with a negative racial stereotype on their community
college campus. Among the survey participants, 57% of survey respondents disagreed or
strongly disagreed to knowing more than three African American males who have
graduated or transferred to a 4-year university from this community college.
Research Question 2:
What are the perceptions of African American males in rural Louisiana
community colleges regarding the role of relationships with instructors and the effect of
academic success per the Rural African American Male Community College Experience
survey?
Research Question 2 was designed to provide insight regarding some of the
perceptions African American male community college students have about their
instructors. There were nine survey questions that were designed to answer Research
Question 2. Those questions were questions 11-18 and question 25. The nine survey
questions were designed to gauge how the participants perceived their instructors. To
analyze Research Question 2, descriptive analysis was administered, including
47
percentages, means, and standard deviations using SPSS software. The results are listed
in Tables 4 through 8.
Survey question number 11 asked the participants, “At your community college
you have taken one or more classes where the instructor was an African American male.”
Of the participants, 36% chose “yes” and 64% chose “no.” The results from this survey
question are shown in Table 4.
Table 4
Perceptions of Relationship with Instructor Question 11
Survey Question
Yes
No
(11) Taken one
or more classes
where the
instructor was an
African
American male
36%
64%
Survey question number 12 asked the participants,” In your opinion, you would
have a higher chance of achieving a B or above in class if your instructor” and listed
several options (participants could choose more than one option). “Addressed me by
name in class” was chosen 38 times, “Showed interest in me” was chosen 44 times,
“Acted like they cared whether or not I passed the course” was chosen 47 times, “Made
me feel like I'm wanted in his or her classroom” was chosen 46 times, and “I don't need
the instructor to do anything because I am going to make a B or above regardless” was
chosen 22 times. The results from this survey question are shown below in Table 5.
48
Table 5
Perceptions of Relationship with Instructor Question 12
Survey
Question
Addressed
me by name
in class
Showed
interest
in me
Cared I
passed
the
course
Made me
feel
wanted in
class
I don't
need the
instructor
(12) You
would
achieve a B
or above in
class if
your
instructor
38
44
47
46
22
Survey question number 13 asked the participants, “If you are a working student
with a flexible work schedule that may require you to miss class and some assignment
days, your instructors will” and listed several options. Of the respondents, 2% chose
“Not excuse me and give me a 0,” 35% chose “Allow me to turn in the assignment earlier
than the due date,” 40% chose “Give me time to complete the assignment when I return
back to class with a percentage of my grade knocked off,” and 23% chose “I don’t work.”
The results for survey question 13 are shown in Table 6.
49
Table 6
Perceptions of Relationship with Instructor Question 13
Survey
Question
Not
excuse
me and
give me
a 0
Turn in the
assignment
earlier than
the due
date
Complete
the
assignment
later with a
minus a
percentage
I don't
work
(13) A
working
student
missing
class, your
instructors
will
2%
35%
40%
23%
Survey question number 14 asked the participants, “In my time, here at the
community college my instructors have offered me help on assignments even when I
have not asked.” Of the respondents, 4% chose “SD,” 43% chose “D,” 44% chose “A,”
and 9% chose “SA.” The mean was 2.58. The standard deviation was .713. The results
are shown in Table 7.
Survey question number 15 asked the participants, “I feel that my presence and
input in class are valued by my instructors.” Of the responses given, 0% chose “SD,”
30% chose “D,” 60% chose “A,” and 10% chose “SA”. The mean was 2.8. The standard
deviation was .6. The results are shown in Table 7.
Survey question number 16 asked the participants, “I am afraid to interact and ask
questions in class because I fear of being labeled dumb.” Of the responses given, 11%
chose “SD,” 49% chose “D,” 34% chose “A,” and 6% chose “SA.” The mean was 2.4.
The standard deviation was .8. The results are shown in Table 7.
50
Survey question number 17 asked the participants, “When I do not understand the
course lesson or an assignment, I know I can count on my instructors to help me
understand the course lesson or assignment better.” Of the respondents, 2% chose “SD,”
12% chose “D,” 73% chose “A,” and 13% chose “SA.” The mean was 3.0. The standard
deviation was .6. The results are shown in Table 7.
Survey question number 18 asked the participants, “If you are struggling
academically someone from the community college will call you and advise you on how
to pull up your grades.” Of the responses given, 8% chose “SD,” 65% chose “D,” 20%
chose “A,” and 7% chose “SA.” The mean was 2.3. The standard deviation was .7. The
results are shown in Table 7.
51
Table 7
Perceptions of Relationship with Instructor Question 14-18
Research
Question
SD
D
A
SA
Me
an
Standard Deviation
(14) Instructors
have offered me
help on
assignments
even when I
have not asked
4%
43
%
44%
9%
2.6
.7
(15) My
presence and
input is valued
0%
30
%
60%
10%
2.8
.6
(16) I fear
labeled dumb
11%
49
%
34%
6%
2.4
.8
(17) Instructors
help me
understand
assignment
better.
2%
12
%
73%
13%
3.0
.6
(18)
Advisement on
how to pull up
your grades.
8%
65
%
20%
7%
2.3
.7
Survey question number 25 asked the participants, “I get positive academic
encouragement and support from” and participants could choose more than one option.
“One of my instructors” was chosen 33 times, “My tutor” was chosen 3 times, “Study
group formed with my classmates” was chosen 15 times, “My Mentor” was chosen 3
52
times, “No one, I am in this by myself” was chosen 20 times, “My Advisor” was chosen
16 times, “A family member” was chosen 59 times, and “Significant other” was chosen
47 times. The results from this survey question are shown below in Table 8.
Table 8
Perceptions of Relationship with Instructor Question 25
Research
Question
Instructors
Tutor
Study
group
Mentor
No
one
Advisor
Family
member
Significant
other
(25) Positive
academic
encouragement
and support
from
33
3
15
3
20
16
59
47
Question 2 Data Summary
The findings in Table 4 show that 63% of participants have not experienced an
African American male instructor on their community college campus. Table 5 shows
that the participants perceived they had a better chance of receiving a “B” or higher if
instructors showed interest in them (44), acted like they cared whether or not the
participants passed the course (47), and made the participants feel wanted in his or her
classroom (46). Table 6 shows the working students with flexible work schedules who
may have to miss class perceived that their instructors would let turn assignments in
earlier than the due date (35%) and give them time to complete the assignment with
points deducted when they return to class (40%). Table 7 shows that 53% of participants
either strongly agreed or agreed that instructors have helped them without the participants
asking for help. The majority of participants (70%) responded that they agreed or
53
strongly agreed that their presence and input in class was valued. The majority of
participants 60% strongly disagreed or disagreed with being fearful of interacting in class
because they may be perceived as being labeled dumb by their peers or the instructor. Of
the respondents, 86% either agreed or strongly agreed they can count on the instructor
helping them on coursework and assignments that they may not understand. Of the
participants, 65% disagreed with being called by someone at the community college
when they are struggling academically. Table 8 shows that the participants receive
academic encouragement and support from a family member (59%), significant other
(47%), and instructor (33%).
Research Question 3:
What are the impediments to social engagement for African American male
students in the community college environment?
Research Question 3 was designed to provide insight about the perceptions
African American male community college students may have about social engagement.
There were five survey questions that answer Research Question 3. Those questions
were questions 19-23. The five survey questions were designed to gauge how the
participants perceived the importance of social engagement in the community college
environment. To analyze Research Question 3, descriptive analysis was administered,
including percentages, means, and standard deviations using SPSS software. The results
are listed in Tables 9 and 10.
Survey question number 19 asked the participants, “I have attended campus-
sponsored events.” Of the respondents, 21% chose “once or twice this semester,” 6%
54
chose “once a month,” 5% chose “once a week,” and 68% chose “never.” The results
from this survey question are shown below in Table 9.
Table 9
Social Engagement Perceptions Question 19
Research
Question
Once or
twice this
semester
once a
month
once a
week
never
(19) attended
campus-
sponsored
events
21%
6%
5%
68%
Survey question number 20 asked the participants, “During this semester, you
have asked for academic help from an instructor or tutor.” Of the participants, 9% chose
“SD,” 31% chose “D,” 54% chose “A,” and 6% chose “SA.” The mean was 2.5. The
standard deviation was .7. The results are shown in Table 10.
Survey question number 21 asked the participants, “You worked on class projects
or studied as a group with other classmates outside of class.” Of the participants, 6%
chose “SD,” 39% chose “D,” 44% chose “A,” and 11% chose “SA.” The mean was 2.8.
The standard deviation was .8. The results are shown in Table 10.
Survey question number 22 asked the participants “I feel I belong on this
campus.” Of the participants, 7% chose “SD,” 37% chose “D,” 41% chose “A,” and 15%
chose “SA.” The mean was 2.9. The standard deviation was .8. The results are shown in
Table 10.
55
Survey question number 23 asked the participants, “Do you feel that participation
in extracurricular activities, student organizations, and being social on campus enhance
your overall chances for graduation?” Of the participants, 7% chose “SD,” 32% chose
“D,” 46% chose “A,” and 15% chose “SA.” The mean was 2.7. The standard deviation
was .8. The results are shown in Table 10.
Table 10
Social Engagement Perceptions Questions 20-23
Research
Question
SD
D
A
SA
Mean
Standard Deviation
(20) You have
asked for
academic help
9%
31%
54%
6%
2.5
.7
(21) You
worked on
class projects
outside of
class.
6%
39%
44%
11%
2.8
.8
(22) I feel I
belong at this
campus.
7%
37%
41%
15%
2.9
.8
(23)
Participation in
extracurricular
activities helps
graduation
7%
32%
46%
15%
2.7
.8
Question 3 Data Summary
The majority of the respondents (68%) chose “never” in response to having
attended campus sponsored events as shown in Table 9. As shown in Table 10, 60% of
56
respondents chose strongly agree or agree to asking for academic help from an instructor
or tutor. Of the respondents, 55% agreed or strongly agreed to having worked on class
projects or studied with a group of classmates outside of class. Of the respondents, 56%
strongly agreed or agreed that they felt that they belonged on campus. Of the
respondents, 61% strongly agreed or agreed in believing that participation in
extracurricular activities, student organizations, and being social on campus enhances
chances for graduation.
Research Question 4:
To what extent are there different perceptions among African American males in
rural Louisiana community colleges based on age, first-generation college student status,
academic goal, and full-time or part-time job status?
Research Question 4 compares institutional perceptions, relationship with
instructor perceptions, and social engagement perceptions among the different
demographic groups. To analyze Research Question 4, a one-way ANOVA was
administered using SPSS software. There were 16 survey questions along with 4
demographic questions that were used to answer Research Question 4. Those questions
are demographic questions 1-4 and questions 5-10, 14-18, and 20-24. The results are
listed in Tables 11 through 31.
Institutional Factors
Results from the ANOVA show that there was not a statistically significant
difference in the respondents’ overall perceptions of feeling safe on campus (survey item
57
5) based on age (p= .6), number of hours worked (p=.4), goal at the community college
(p=.8) or first-generation college student status (p=.5). See Table 11.
Table 11
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal
and Student Status Question 5
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
.871
31.31
32.18
4
95
99
.218
.330
.660
.621
Hours worked
Between Groups
Within Groups
Total
.575
29.46
30.03
2
97
99
.287
.304
.946
.392
Goal
Between Groups
Within Groups
Total
1.14
131.60
132.74
3
96
99
.381
1.37
.278
.841
Student Status
Between Groups
Within Groups
Total
.138
32.37
32.50
1
98
99
.138
.330
.419
.519
p > .05
Results from the ANOVA indicate that there was a statistically significant
difference in the respondents’ overall perceptions of programs on campus reaching out to
help them succeed as a student (survey item 6) based on hours worked (see Tables 12 and
13). A Tukey HSD post hoc test was performed in order to make pairwise comparison
between groups at the p <.05 level. The test indicated that respondents who worked part-
time hours (p=.02) were less likely to perceive that they were contacted by programs on
campus to help them academically and socially as compared to students who worked full
time. There were no indications of statistically significant differences when comparing
58
any of the other groups. There were no indications of statistically significant differences
when comparing goal at the community college, age, or first-generation college student
status.
Table 12
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 6
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
4.25
44.70
48.95
4
95
99
1.06
.471
2.25
.068
Hours worked
Between Groups
Within Groups
Total
4.66
44.25
48.91
2
97
99
2.33
.456
5.10
.008
Goal Programs
Between Groups
Within Groups
Total
4.11
131.52
135.63
2
97
99
2.05
1.35
1.51
.225
Student Status
Between Groups
Within Groups
Total
.138
32.37
32.50
1
98
99
.138
.330
.419
.519
p > .05
Table 13
Tukey Post Hoc Test Table of Institutional Perceptions based on Hours Worked Question
6
Dependent
Variable
(I) Hours
Worked
(J) Hours
Worked
Mean
Difference (I-
J)
Standard
Error
p
Hours
worked
Part-time
Full-time
Do not
work
-.514*
-.378
.189
.165
.021
.062
p > .05
59
Results from the ANOVA indicate that there was a statistically significant
difference in the respondents’ overall perceptions of feeling important to the
administration and student body (survey item 7) based on community college goal (see
Tables 14 and 15). A Tukey HSD post hoc test was performed in order to make pairwise
comparison between groups at the p <.05 level. The test indicated that respondents who
did not have a goal (p=.006) were less likely to perceive that they were important to the
administration and students at the community college as compared to those with the
technical diploma goal. There were no indications of statistically significant differences
when comparing any of the other community college goal groups. There were not
indications of statistically significant differences when comparing age, number of hours
worked, or first-generation college student status.
60
Table 14
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 7
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
1.91
45.07
46.98
4
95
99
.480
.474
1.01
.406
Hours worked
Between Groups
Within Groups
Total
.077
44.92
44.99
2
97
99
.039
.463
.084
.920
Goal
Between Groups
Within Groups
Total
5.82
42.89
48.71
4
95
99
1.943
.452
4.303
.007
Student Status
Between Groups
Within Groups
Total
.553
42.28
42.83
1
98
99
.553
.431
1.28
.260
p > .05
Table 15
Tukey Post Hoc Test Table of Institutional Perceptions based on Community College
Goal Question 7
Dependent
Variable
(I)
Community
College Goal
(J)
Community
College Goal
Mean
Difference
(I-J)
Standard
Error
p
Goal
No Goal
Associate’s
Tech Diploma
Transfer
-.710
-1.10*
-.572
.291
.324
.298
.077
.006
.228
p > .05
Results from the ANOVA show that there was not a statistically significant difference in
the respondents’ overall perceptions of the administration doing a good job promoting
diversity in its faculty and staff (survey item 8) based on age (p= .3), number of hours
61
worked (p=.07), goal at the community college (p=.2) or first-generation college student
status (p=.09). See Table 16
Table 16
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 8
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
2.25
39.86
42.11
4
95
99
.562
.420
1.34
.261
Hours worked
Between Groups
Within Groups
Total
2.40
43.70
46.10
2
97
99
1.20
.451
2.67
.074
Goal
Between Groups
Within Groups
Total
3.06
48.24
51.33
4
95
99
.766
.508
1.50
.206
Student Status
Between Groups
Within Groups
Total
1.70
55.29
56.99
1
98
99
1.70
.564
3.02
.085
p > .05
Results from the ANOVA show that there was not a statistically significant
difference in the respondents’ overall perceptions of feeling comfortable with talking
with administration about their fears, experiences, and needs on campus (survey item 9)
based on age (p= .1), number of hours worked (p=.2), goal at the community college
(p=.1) or first-generation college student status (p=.4). See Table 17
62
Table 17
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 9
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
3.41
45.57
48.98
4
95
99
.855
.480
1.78
.139
Hours
Between Groups
Within Groups
Total
2.00
58.98
60.98
2
97
99
1
.608
1.65
.197
Goal
Between Groups
Within Groups
Total
3.98
48.85
52.83
4
95
99
.997
.514
1.93
.110
Student Status
Between Groups
Within Groups
Total
.328
50.58
50.90
1
98
99
.328
.516
.636
.427
p > .05
Results from the ANOVA indicate that there was a statistically significant
difference in the respondents’ overall perceptions of negative racial stereotypes (survey
item 10) based on age (see Tables 18 and 19). A Tukey HSD post hoc test was
performed in order to make pairwise comparison between groups at the p <.05 level. The
test indicated that respondents who were 36 and older (p=.04) were more likely to
perceive that they were viewed as a negative racial stereotype at the community college
as compared to the 18-20 age group. There were no indications of statistically significant
differences when comparing any of the other age groups. There were not any indications
of statistically significant differences when comparing goal at the community college,
number of hours worked, or first-generation college student status.
63
Table 18
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 10
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
6.45
53.54
59.99
4
95
99
1.61
.564
2.86
.027
Hours
Between Groups
Within Groups
Total
.210
57.98
58.19
2
97
99
.105
.598
.176
.839
Goal
Between Groups
Within Groups
Total
1.83
59.20
61.03
4
95
99
.459
.623
.736
.569
Student Status
Between Groups
Within Groups
Total
.012
57.77
57.78
1
98
99
.012
.590
.021
.886
p > .05
Table 19
Tukey Post Hoc Test Table of Institutional Perceptions based on Community College
Goal Question 10
Dependent
Variable
(I) Age
(J) Age
Mean
Difference (I-
J)
Standard
Error
p
Age
36 and
above
18-20
21-23
24-26
27-35
.744
.550
.180
.3
.262
.230
.253
.306
.043
.129
.953
.864
p > .05
Relationships with Instructors Factors
Results from the ANOVA show that there was not a statistically significant
difference in the respondents’ overall perceptions of receiving help from their instructors
64
when they have not asked for it (survey item 14) based on age (p= .2), number of hours
worked (p=.4), goal at the community college (p=.1) or first-generation college student
status (p=.7). See Table 20.
Table 20
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 14
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
2.89
45.61
48.50
4
95
99
.723
.480
1.50
.207
Hours
Between Groups
Within Groups
Total
1.07
51.11
52.18
2
97
99
.536
.527
1.01
.366
Goal
Between Groups
Within Groups
Total
3.34
52.67
56.01
4
95
99
1.11
.555
2.00
.118
Student Status
Between Groups
Within Groups
Total
.097
50.09
50.18
1
98
99
.097
.511
.190
.664
p > .05
Results from the ANOVA show that there was not a statistically significant
difference in the respondents’ overall perceptions of their input and presence being
valued by their instructors (survey item 15) based on age (p= .6), number of hours
worked (p=.8), goal at the community college (p=.1) or first-generation college student
status (p=.1). See Table 21
65
Table 21
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 15
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
1.02
35.72
36.74
4
95
99
.257
.376
.683
.605
Hours
Between Groups
Within Groups
Total
.236
43
43.23
2
97
99
.118
.443
.266
.767
Goal
Between Groups
Within Groups
Total
2.65
35.93
38.55
4
95
99
.664
.378
1.75
.144
Student Status
Between Groups
Within Groups
Total
1.05
44.10
45.15
1
98
99
1.05
.450
2.33
.130
p > .05
Results from the ANOVA show that there was not a statistically significant
difference in the respondents’ overall perceptions of being fearful of interacting or asking
questions in class (survey item 16) based on age (p=.5), number of hours worked (p=.09),
goal at the community college (p=.8), or first-generation college student status (p=.9).
See Table 22
66
Table 22
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 16
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
2.03
52.07
54.1
4
95
99
.510
.548
.930
.450
Hours
Between Groups
Within Groups
Total
3.03
60.72
63.75
2
97
99
1.51
.626
2.42
.094
Goal
Between Groups
Within Groups
Total
.810
55.94
56.75
4
95
99
.203
.589
.344
.848
Student Status
Between Groups
Within Groups
Total
.020
54.42
54.44
1
98
99
.020
.555
.036
.851
p > .05
Results from the ANOVA show that there was not a statistically significant
difference in the respondents’ overall perceptions of receiving help from instructors for a
better understanding of the lesson or assignment (survey item 17) based on age (p=.4),
number of hours worked (p=.5), goal at the community college (p=.1), or first-generation
college student status (p=.9). See Table 23
67
Table 23
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 17
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
1.49
31.50
32.99
4
95
99
.373
.332
1.12
.350
Hours
Between Groups
Within Groups
Total
.624
41.56
42.18
2
97
99
.312
.429
.728
.486
Goal
Between Groups
Within Groups
Total
2.38
30.52
32.9
4
95
99
.597
.321
1.85
.124
Student
Between Groups
Within Groups
Total
.002
33.83
33.83
1
98
99
.002
.345
.005
.946
p > .05
Results from the ANOVA indicate that there was a statistically significant
difference in the respondents’ overall perceptions of someone from the community
college will call them and advise them if they are struggling academically (survey item
18) based on age (see Tables 24 and 25). A Tukey HSD post hoc test was performed in
order to make pairwise comparison between groups at the p <.05 level. The test indicated
that respondents who were 36 and older (p=.02) were more likely to perceive that
someone from the community college will call them and advise them on how to pull up
their grades as compared to 18-20 group. The test went on to indicate that respondents
who were 36 and older (p=.03) were more likely to perceive that someone from the
community college will call them and advise them on how to pull up their grades as
68
compared to 21-23 group. The test also showed that respondents who were 36 and older
(p=.01) were more likely to perceive that someone from the community college will call
them and advise them on how to pull up their grades as compared to 24-26 group.
Finally, the test showed that respondents who were 36 and older (p=.05) were more likely
to perceive that someone from the community college will call them and advise them on
how to pull up their grades as compared to 27-35 group. There were not any indications
of statistically significant differences when comparing goal at the community college,
number of hours worked, or first-generation college student status.
Table 24
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 18
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
6.73
42.97
49.70
4
95
99
1.68
.452
3.72
.007
Hours
Between Groups
Within Groups
Total
4.72
45.91
50.63
3
96
99
.787
.494
1.59
.157
Goal
Between Groups
Within Groups
Total
2.45
47.25
49.7
4
95
99
.613
.497
1.23
.303
Student Status
Between Groups
Within Groups
Total
.006
50.15
50.15
1
98
99
.006
.512
.013
.911
p > .05
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Table 25
Tukey Post Hoc Test Table of Institutional Perceptions based on Community College
Goal Question 18
Dependent
Variable
(I) Age
(J) Age
Mean
Difference (I-
J)
Standard
Error
p
Age
36 and
above
18-20
21-23
24-26
27-35
.755
.616
.771
.766
.235
.206
.227
.274
.015
.029
.009
.049
p > .05
Engagement Factors
Results from the ANOVA show that there was not a statistically significant
difference in the respondents’ overall perceptions of asked for academic help from
instructors or tutor (survey item 20) based on age (p=.8), number of hours worked (p=.7),
goal at the community college (p=.3), or first-generation college student status (p=.9).
See Table 26.
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Table 26
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 20
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
1
53.35
54.35
4
95
99
.251
.562
.447
.774
Hours
Between Groups
Within Groups
Total
1.13
153.62
154.75
3
96
99
.565
1.58
.357
.701
Goal
Between Groups
Within Groups
Total
2.80
49.38
52.18
4
95
99
.701
.520
1.34
.258
Student Status
Between Groups
Within Groups
Total
.003
56.74
56.74
1
98
99
.003
.579
.004
.947
p > .05
Results from the ANOVA indicate that there was a statistically significant
difference in the respondents’ overall perceptions of working on class projects or studied
in groups with classmates outside of class (survey item 21) based on age (see Tables 27
and 28). A Tukey HSD post hoc test was performed in order to make pairwise
comparison between groups at the p <.05 level. The test indicated that respondents who
were 36 and older (p=.05) were more likely to perceive that they have worked on class
projects or studied in groups with classmates outside of class than the 21-23 group. The
test also indicated that respondents who were 36 and older (p=.02) were more likely to
perceive that they have worked on class projects or studied in groups with classmates
outside of class than the 27-35 group. There were no indications of statistically
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significant differences when comparing any of the other age groups. There were not any
indications of statistically significant differences when comparing goal at the community
college, number of hours worked, or first-generation college student.
Table 27
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 21
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
6.81
51.18
57.99
4
95
99
1.70
.539
3.16
.017
Hours
Between Groups
Within Groups
Total
1.92
55.86
57.76
3
96
99
.962
.576
1.67
.193
Goal
Between Groups
Within Groups
Total
2.16
55.63
57.79
4
95
99
.540
.586
.922
.455
Student Status
Between Groups
Within Groups
Total
1.18
23.56
24.74
1
98
99
.396
.245
1.61
.191
p > .05
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Table 28
Tukey Post Hoc Test Table of Institutional Perceptions based on Community College
Goal Question 21
Dependent
Variable
(I) Age
(J) Age
Mean
Difference (I-
J)
Standard
Error
p
Age
36 and
above
18-20
21-23
24-26
27-35
.411
.633*
.657
.933*
.256
.225
.248
.299
.500
.047
.070
.020
p > .05
Results from the ANOVA show that there was not a statistically significant
difference in the respondents’ overall perceptions of a sense of belonging on campus
(survey item 22) based on age (p=.1), number of hours worked (p=.1), goal at the
community college (p=.2), or first-generation college student status (p=.2). See Table 29.
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Table 29
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 22
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
5.23
60.87
66.1
4
95
99
1.30
.641
2.04
.095
Hours
Between Groups
Within Groups
Total
2.94
69.56
72.5
3
96
99
1.47
.717
2.05
.134
Goal
Between Groups
Within Groups
Total
3
65.90
68.90
4
95
99
1
.694
1.44
.235
Student Status
Between Groups
Within Groups
Total
.135
24.61
24.75
1
98
99
.045
.256
.176
.175
p > .05
Results from the ANOVA show that there was not a statistically significant
difference in the respondents’ overall perceptions of the benefits of participation in
extracurricular activities (survey item 23) based on age (p=.9), number of hours worked
(p=.6), goal at the community college (p=.6), or first-generation college student status
(p=.1). See Table 30
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Table 30
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 23
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
.974
68.78
69.75
4
95
99
.244
.724
.336
.853
Hours
Between Groups
Within Groups
Total
.690
67.07
67.76
3
96
99
.345
.691
.499
.609
Goal
Between Groups
Within Groups
Total
2.01
64.98
66.99
4
95
99
.504
.684
.737
.569
Student Status
Between Groups
Within Groups
Total
.001
66.10
66.10
1
98
99
.001
.675
.001
.971
p > .05
Results from the ANOVA show that there was not a statistically significant
difference in the respondents’ overall perceptions of knowing more than 3 African
American graduates from their community college (survey item 24) based on age (p=.06),
number of hours worked (p=.08), goal at the community college (p=.8), or first-
generation college student status (p=.2). See Table 31.
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Table 31
ANOVA Summary Table Regarding Institutional Perceptions Based on Age, Job, Goal,
and Student Status Question 24
Source of Variance
Sum of
Squares
df
Mean
Square
F
p
Age
Between Groups
Within Groups
Total
6.05
62.13
68.18
4
95
99
1.51
.654
2.31
.063
Hours
Between Groups
Within Groups
Total
4.02
76.93
80.96
3
96
99
2.01
.793
2.53
.084
Goal
Between Groups
Within Groups
Total
.816
75.87
76.68
4
95
99
.272
.799
.796
Student Status
Between Groups
Within Groups
Total
1.33
73.41
74.74
1
98
99
1.33
.749
.185
p > .05
Question 4 Data Summary
There was a statistically significant difference in the respondents’ overall
perceptions of programs on campus reaching out to help them succeed as a student
(survey item 6) based on hours worked (see Tables 12 and 13). There was a statistically
significant difference in the respondents’ overall perceptions of feeling important to the
administration and student body (survey item 7) based on community college goal (see
Tables 14 and 15). There was a statistically significant difference in the respondents’
overall perceptions of negative racial stereotypes (survey item 10) based on age (see
Table 18 and 19). There was also a statistically significant difference in the respondents’
overall perceptions of someone from the community college will call them and advise
76
them if they are struggling academically (survey item 18) based on age (see Tables 24
and 25). There was a statistically significant difference in the respondents’ overall
perceptions of working on class projects or studied in groups with classmates outside of
class (survey item 21) based on age (see Tables 27 and 28).
Chapter Summary
Chapter IV depicted the statistical analysis followed by a discussion of the data
findings. The research questions were probed with the statistical data taken from the
Rural African American Male Community College Experience survey.
Research Question 1: What are the perceptions of African American males in
rural Louisiana community colleges regarding institutional factors that affect their
completion rates per the Rural African American Male Community College Experience
survey? Data collected for Research Question 1 indicated that participants of the survey
perceived administration does a good job of making them feel safe on campus and most
students did not feel they were viewed as a negative racial stereotype. The data also
indicated that the administration does not do a good job of reaching out to the participants
or a good job of promoting diversity in the staff and faculty.
Research Question 2: What are the perceptions of African American males in
rural Louisiana community colleges regarding the role of relationships with instructors
and how it affects their academic success per the Rural African American Male
Community College Experience survey? The data collected for Research Question 2
reveals that majority of the participants have not experienced an African American male
instructor and have not been advised about how to pull up grades. In addition, most
participants indicated that their support system comes from personal relationships rather
77
than institutional relationships. Participants feel their input is valuable and are not afraid
to interact in the classroom environment. Also, participants feel that instructors will help
them understand the assignments better.
Research Question 3: What are the perceptions of African American males in
rural Louisiana community colleges regarding impediments to social engagement in the
community college environment based on the Rural African American Male Community
College Experience survey? Data collected for Research Question 3 indicated that the
overwhelmingly majority had not attended any campus events, but a majority felt that
social engagement on campus enhanced their chances for graduation. A majority of
participants had asked for help and worked on class projects. Also, a majority of
participants felt they belong on campus
Research Question 4: What are the perceptions of African American males in
rural Louisiana community colleges regarding impediments to social engagement in the
community college environment based on the Rural African American Male Community
College Experience survey? The data collected for Research Question 4 shows that the
perceptions varied based on demographic characteristics.
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CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Overview of Chapter
Chapter V provides a summary of the study, conclusions, and recommendations
based on the results. The summary includes the purpose of the study and specifies the
procedures used in amassing the data. The conclusions answer each of the research
questions based on the data analysis. The limitations of the study are stated and
recommendations for further research are given.
The findings of this study give perspectives of 100 African American male
community college students enrolled in two rural community colleges in Louisiana who
chose to participate in the study regarding African American male students’ perceptions
of the community college experience in rural Louisiana. Participants ranged from 18
years old to 36 years and older. The average respondent was not a first-generation
student, worked a full-time or part-time job while attending school, and had a goal for
attending community college of receiving an Associate's degree or transferring to a
university.
The purpose of this quantitative study was to explore obstacles African American
male students face that can hinder their academic progress at community colleges within
the rural regions of Louisiana.
79
Summary of the Results
The results from this study show that majority of the participants perceive that within the
institutional factors of their community college, the administration does a good job of
making them feel safe on campus but does not promote diversity among its faculty and
staff. In the findings, the majority of the participants indicated that they have positive
relationships with their instructors. The results from this study go on to show that
majority of the participants are participating in class discussion and study groups, but
they are not participating in the community college’s social events. The findings also
show that age, hours worked, and community college goal made a significant difference
on participants’ perceptions. The study’s findings display the first tenet of the CE theory
which states that students’ academic success is impacted by the student’s social
environment and institutional factors.
Discussion of the Findings and Conclusions
Research Question 1
What are the perceptions of African American males in rural Louisiana
community colleges regarding institutional factors that affect their completion rates per
the Rural African American Male Community College Experience survey?
There were seven questions that asked participants about their perceptions of the
institution they attend. Those questions were survey items 5-10 and survey question 24.
The results show the following.
Positive
80
• That majority of the respondents felt the administration makes them feel safe on
campus. Participants perceived that their community college is a safe
environment for them.
• The majority of participants did not perceive that they were viewed as a negative
stereotype by all entities on campus. This displays that the participants perceive
they are viewed with a positive self-image by the student body and
administration.
Negative
• A majority of the participants disagreed with having received any kind of
communication from a program that would help them succeed academically or
socially. This indicates that the participants in this study may not be using their
community college email regularly, and the community college must research the
best method of communication between them and their students.
• The participants did not see diversity in the staff and faculty and did not feel the
administration does a good job promoting diversity.
• The majority of the participants did not know more than three African American
males who have graduated or transferred to a university.
Conclusion 1: The community colleges the participants attend do an excellent job
of ensuring that their student body feels safe on campus. Contrary to the research from
Dulabaum (2016), African American male college students feel they are being perceived
with negative stereotypes such as being ignorant and no expectation of success. The
participants in this study did not feel as if they were viewed as a negative stereotype in
their community college environment. The community colleges attended by the
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participants in the survey do not promote diversity within the faculty and staff ranks.
According to the research of Robinson, Byrd, Louis, & Bonner (2013), scholars have
stated there is a great underrepresentation of faculty of color in higher education
institutions. The institutions do not communicate graduation or transfer success of
African American males effectively.
Research Question 2
What are the perceptions of African American males in rural Louisiana
community colleges regarding the role of relationships with instructors and how it affects
their academic success per the Rural African American Male Community College
Experience survey?
There were nine questions that asked participants about their perceptions of their
instructors. Those questions were survey items 11-18 and survey question 25. The
results show the following.
Positive
• Most of the participants in this study perceived that their instructors were
offering them help without the participants asking. This shows that the
participants’ instructors are doing the best they can to help students.
• Most of the participants in this study felt their contributions in the classroom
environment were valued by their instructors.
• Most the participants in this study were not afraid to interact in class for fear of
being labeled dumb.
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• Many of the participants felt their instructors could help them understand the
assignment or lesson better.
Negative
• The majority of the participants had not taken a class at their community college
with an African American male instructor.
• The majority of the participants in this study declared that if an instructor made
them feel wanted in class and showed interest in them, that would encourage the
participants to achieve a “B” or better in class.
• The majority of respondents who worked part-time or full-time perceived that if
they had to miss class for work their instructor would allow them to complete an
assignment when they return to class with a percentage of the grade off. This is
an indication of the participants’ willingness to complete the assignment and
understanding the penalty associated with the assignment being late.
• The majority of the participants in this study disagreed that someone from the
community college had called them and provided help if they were struggling
academically. This may be a result of miscommunication between the community
college and the student. The community college may be using a form of
communication method that the student does not use.
• The majority of the participants in this study received their support from personal
relationships and not institutional relationships.
Conclusion 2: Participants perceived if their instructors showed interest in them
and made them feel welcome in the classroom environment, they would have a better
chance of achieving a “B” or higher in the classroom. Participants are not
83
communicating with any kind of academic support if they are failing. A majority of the
participants are receiving some type of support from family members, significant others,
and instructors. Contrary to the research of Foster (2008) which states African American
males are present in class but fail to participate, the participants in this study actively
participated in the classroom environment. Wood’s (2014) research confirmed that
multiple participants in his study stated that fear of being perceived as “dumb,”
“ignorant,” and “stupid” halted their classroom engagement. The participants in this
study were not fearful of being labeled dumb and actively engaged in the classroom.
Research Question 3
What are the perceptions of African American males in rural Louisiana
community colleges regarding impediments to social engagement in the community
college environment based on the Rural African American Male Community College
Experience survey?
There were four survey questions that asked participants about social engagement
perceptions. Those questions were questions 19-23. The results show the following.
Positive
• The majority of the participants in this study have asked for help from an
instructor or tutor during the semester.
• Most of the participants in this study have worked on projects with classmates
outside of the classroom setting. This is an indication that the participants in this
study are engaging with their classmates outside of class.
• The majority of the participants in this study felt they belonged on campus.
84
• The majority of the participants believe social engagement enhances the chances
of graduation.
85
Negative
• The majority of the participants had never participated in any campus events.
This is an indication of that a majority of the participants in this study work and
may not have time to attend social events.
Conclusion 3: Findings show that the participants in the survey believe social
engagement is a component to graduating, but they are not participating in any social
engagement events on campus. Contrary to the research of Wood (2014), African
American male students are less inclined to ask for help from faculty fearing that they
will be perceived as underprepared for college level work, destined for failure in college,
and unwelcome in the campus community. The participants in this study are asking for
help from their instructors and participating in study groups with classmates outside of
the classroom.
Research Question 4
To what extent are there different perceptions among African American males in
rural Louisiana community colleges based on age, first-generation college student status,
academic goal, and full-time or part-time job status?
The findings of this study revealed statistically significant differences based on
age, academic goal, and employment that positively or negatively affected the
perceptions of the participants in the survey in the realms of the institution they attend,
the relationship with instructors, and social engagement. The results show the following.
• Part-time workers were less likely than full-time workers to perceive there are
programs on campus that have reached out to them to help them succeed.
86
• Technical diploma seekers were more likely than students without a goal to
perceive that they are important to the administration and student body. This is an
indication that a student’s relationship with a goal at the community college has a
direct correlation to how that student perceives his importance.
• Younger students were less likely than older students to perceive they are viewed
as a negative stereotype at their community college.
• Younger students were less likely than older students to perceive that if they are
struggling academically someone from their community college will call them.
• Younger students were less likely than older students to say they have worked on
class projects or studied as a group outside of class. This is an indication of the
younger students not understanding the importance of engagement with their
peers outside of the classroom environment.
Conclusion 4: Age showed a statistically significant difference in institutional
perceptions, instructor relationship perceptions, and social engagement perceptions.
Contrary to the findings in this study, the research of Green (2014) stated older students
socially engaged on campus far less than younger students. The younger students in this
study were not socially engaged. Academic goal accounted for a statistically significant
difference in perceptions of instructors. According to the research of Poondej and
Lerdpornkulrat (2016), students' motivational goals directly influence their approaches to
learning. Jobs status revealed a statistically significant difference in perceptions of
instructors.
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Limitations of the Study
Limitations of this study were the time to gather participants and the number of
community colleges that allowed their African American male students to participate in
this study. The study took place over the summer semester term. Generally, the
enrollment numbers are low in the summer semester. Only two rural community colleges
located in Louisiana agreed to allow their students to participate in this study.
Participants’ mode of instruction, which may have an impact on the responses, was not
considered in this study. In survey question 4 the participants’ interpretation of the word
family may have included other family members besides mother and father. The findings
may have limited generalizability when compared to other studies with similar
populations.
Recommendations for Practitioners and Policymakers
African American males will continue to enroll with the goal of achieving some
type of credential in America’s community colleges. African American males’ lack of
completion and retention is becoming an epidemic in community colleges across the
country (Bush & Bush, 2010). Only 17% of all African American male students who
enter community colleges will earn certificates or associate degrees or transfer to a 4-year
university (Gose, 2014). Based on the findings in this study, the following
recommendations are offered as solutions to improve African American male students’
perceptions of the institution, their relationships with instructors, and the importance of
social engagement when it comes to retention and graduation:
• Administration should add the students’ social media accounts as a contact
method to distribute information about school services and social events.
88
• Administration should look to create a more diverse staff and faculty by creating a
committee on diversity that focuses its efforts on diversifying its faculty through
research and policy.
• Community colleges should employ a stronger advisement system that caters to
guiding students academically through the curriculum and providing the students
with a single point of contact throughout their enrollment at the community
college.
• Community colleges should provide transportation to and from social events for
satellite campus students.
• Community colleges should provide “how to support your loved ones while at our
college” seminars at no cost for family members, significant others of students,
and faculty and staff.
• Community colleges should research similar institutions that may have a better
process or program of retaining and graduating the studied population and mimic
their success.
• Community colleges should encourage participation in social activities and
campus organizations by making it part of the Freshman Orientation course’s
curriculum. Each student must participate in a set number of hours of social
activities and be a part of an organization in order to receive full credit for this
course.
• A representative from each demographic group mentioned in this study should
participate in a focus group being led by a representative from the administration,
staff, and faculty.
89
• The community college should mandate weekly tutoring sessions for students
with a grade point average below 2.2 on a 4.0 scale.
Implications for Future Research
The disparaging outcomes of African American male students in community
colleges continue to be an issue. A review of the successful outcomes will generate some
best practices for community college administrations and faculty to follow.
Administration should give the survey instrument used in this study before and after the
semester to gauge improvements and deficiencies. It is also suggested that all of the
African American male community college students in Louisiana be studied to get a more
accurate data snapshot of perceptions. The findings in this study revealed that African
American male students perceive that social engagement is an important factor to
graduation but fail to participate in anything socially on campus, and further research on
that topic is needed. Research is needed to develop best practices on how to support
students who are employed. The impact the African American male instructor has on
academic outcomes of African American male students should be researched as well.
Finally, this research study could be adapted to include Native American and Hispanic
males in the community college environment.
Summary
Chapter V supplied a synopsis of the findings and conclusions of this dissertation
study. Each research question was answered and conclusions given. This chapter also
provided a discussion of findings; limitations; recommendations for community college
leadership, staff, and faculty; and recommendations for future research. This study gave
90
voice to the African American male students in order to help include them in the finding
of solutions to this issue in community colleges.
