Description
Disparities exist among minorities in educational a ttainment. The gap widens when examining access to higher education and persi stence rates among minority males as compared to their white counterparts and minorit y females. The purpose of this action research study was to explore the impact of a recip rocal mentoring model between faculty and minority male students in an effort to examine the effects on student persistence and the students' academic experience. The researcher attempted to examine mentoring relationships, the process of reciprocal mentoring, and the effects on persistence and the students' academic experience f or the purpose of learning about one another's perspectives. This study investigated min ority male persistence within Chandler-Gilbert Community College (CGCC). Persiste nce was defined as a student who enrolled during the fall 2013 academic semester and continued at the same institution or transferred to another two-year or four-year instit ution working on degree completion. The author used a mixed methods design and used Cri tical Race Theory (CRT) as the theoretical framework by which to examine issues pe rtaining to minority male student perspectives and experiences. The results yielded e ight assertions related to minority male retention and persistence.
Details
Title
- The invisible student: retaining minority males in the community college setting
Contributors
- Wendt, Jill Lynette (Author)
- Carlson, David L. (Thesis advisor)
- Barnard, Wendy (Thesis advisor)
- Glasper, Rufus (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2014
Subjects
- Education
- community college
- Critical Race Theory
- Minority males
- Persistence
- Minorities--Education (Higher)--United States.
- Male college students--Education--United States.
- Male college students
- Community college students--Education--United States.
- Community college students
- Mentoring in education--United States.
- Teacher-student relationships--United States.
- Academic achievement--United States.
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: Ed. D., Arizona State University, 2014
- bibliographyIncludes bibliographical references (p. 101-106)
- Field of study: Educational leadership and policy studies
Citation and reuse
Statement of Responsibility
by Jill Lynette Wendt