The influence of student engagement on the six-year graduation rates of African American students at a predominantly white university

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dc.contributorBenson, Angela D.
dc.contributorBray, Nathaniel J.
dc.contributorDavis, Lowell
dc.contributorPryce, Josephine G.
dc.contributor.advisorHutcheson, Philo A.
dc.contributor.authorHood, Gwendolyn
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T17:09:40Z
dc.date.available2017-03-01T17:09:40Z
dc.date.issued2014
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe purpose of this study was to examine college engagement factors identified from questions from the National Survey of Student Engagement (NSSE) and precollege variables (high school GPA, ACT/SAT scores, parents' education level) to predict academic success, in the form of six-year graduation rates, of African American students at a predominantly White institution. Previous research has shown the influence of both cognitive and non-cognitive characteristics, as well as in-college engagements as indicators of persistence to graduation. This study extends the literature by focusing on how the relative significance, weights, and interactions of these factors impact the graduation rates of African American students at a predominantly White institution. The study utilized existing data from the NSSE survey, which was administered to freshmen and seniors in the spring 2006 and spring 2007 academic years. The dataset included freshmen and seniors who were full-time, first-enrolled at the selected institution and participated in the 2006 and 2007 administrations of the NSSE survey. The results of this study provides implications for improved programs for postsecondary institutions by assisting them in cultivating college environments that encourage participation in educationally purposeful activities that may positively influence the graduation rates and academic experiences for African American students on predominantly White campuses.en_US
dc.format.extent157 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001642
dc.identifier.otherHood_alatus_0004D_12067
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2096
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational administration
dc.subjectHigher education
dc.titleThe influence of student engagement on the six-year graduation rates of African American students at a predominantly white universityen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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