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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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Influence of Student Characteristics, Class Size, and Instructor Characteristics in Online Student Success
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In: Electronic Theses and Dissertations (2021)
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A Comparative Analysis of Levels of Importance, Satisfaction, and Engagement among Adult Learners and Tennessee Reconnect Recipients at two Community Colleges
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In: Electronic Theses and Dissertations (2021)
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A Predictive Correlation Study Examining Persistence In A Virginia Community College Based On Veteran Status, Demographics, And Completion of Developmental Coursework
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In: Doctoral Dissertations and Projects (2021)
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A Phenomenological Study of Instructors’ Experiences with Receiving and Utilizing Student Feedback in Online Course
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In: Doctoral Dissertations and Projects (2021)
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Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 8 |
Prices they pay: Academic achievement and progress to graduation barriers experienced by community college students due to the cost of course materials
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In: Educational Leadership and Policy Studies Publications and Other Works (2021)
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Building Bridges Not Walls: An Exploratory Study of Student Involvement and African American Student Retention at Community Colleges
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In: Dissertations (2021)
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Predictive Measures Of College Academic Success For Secondary Students At An Hispanic Serving Institution
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In: Open Access Theses & Dissertations (2021)
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| 11 |
An Exploration of Factors Influencing First-Generation College Students' Ability to Graduate College: A Delphi Study
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In: All Antioch University Dissertations & Theses (2020)
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Social-Emotional Climate in the Community College Classroom: An Action Research Study Investigating the Impact of Real-Time Student Feedback to Instructors
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In: All Antioch University Dissertations & Theses (2020)
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Exploring the effects of an Afrocentric learning community on the retention of African American students in community colleges: a quantitative study
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In: Theses and Dissertations (2020)
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Abstract:
The majority of African American students who begin postsecondary educational pursuits do not graduate within 6 years, resulting in one of the lowest postsecondary completion rates in America. As of Fall 2019, the degree applicable retention rate for African American students in California community colleges was 62%, compared to all students 87.65%. The purpose of this quantitative, nonexperimental study was to examine whether a learning community positively affected retention and success rates of African American students in community colleges, comparing outcomes with cohort Fall 2016 with cohort Fall 2019. This analysis applied Tinto’s Student Integration Model Theoretical Framework with supporting works from Kuh and Astin. The study examines the cumulative retention and success rates of Afrocentric learning communities on California community college campuses. The sample cohort Fall 2016-Fall 2019 had a statistically significant decreased difference in degree-applicable retention rates. The results of the analysis are inconclusive as to the positive effect on institutional retention and success rates. Historically the retention rate of this group of students is below that of all other groups. A collaborative mixed-methods study involving administrators, faculty, and students might produce different outcomes. There was a statistically significant difference in completion and transferable success rates. However, the results are inconclusive; it cannot be verified from this study that the Afrocentric learning community had a positive effect on student retention, success, and transferability rates in California in community colleges.
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Keyword:
Academic engagement; African American college students -- California; African Americans; Afrocentric learning community; and Multicultural Education; Bilingual; Community college; Community College Students -- California; Educational Leadership; Higher Education; Intercultural communication in education -- California; Multilingual; Retention; Success or completion
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URL: https://digitalcommons.pepperdine.edu/etd/1138
https://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?article=2137&context=etd
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| 14 |
Surviving Intermediate Algebra: Perspectives and Practices of Students at a Community College
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| 15 |
"It's Getting Chilly in Here”: an Intersectionality Approach in Examining Campus Climate Perceptions of Latino Male Students at a Community College
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| 16 |
International Reverse Transfer Students: A Critical Analysis Based on Field, Habitus, and Social and Cultural Capital
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In: Education Publications (2020)
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| 17 |
Transgender Advocacy in K12 and Post-Secondary Environments
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In: National Cross-Cultural Counseling and Education Conference for Research, Action, and Change (2020)
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| 18 |
Transformers: The Relationship between Instructor and Course Persistence among Community College Students
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In: Dissertations (2020)
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Defining the Transition to Adulthood Among Ecuadorian Immigrants Living in New York City
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In: Senior Projects Spring 2019 (2019)
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College Access for Undocumented Students and Law
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In: Educational Considerations (2019)
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