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Black Males In Programs For High Achievers At A Community College: Exploring The Qualitative Nature Of Academic Success
Title
Black Males In Programs For High Achievers At A Community College: Exploring The Qualitative Nature Of Academic Success.
Creator
Jones, Gerald, Cintron Delgado, Rosa, Owens, J. Thomas, Butler, Malcolm, Bosley, Michael, University of Central Florida
Abstract / Description
Most of the literature concentrating on Black males, focuses on retention problems that have gone unresolved. The purpose of this study was to explore qualitatively the nature of the academic success of Black males in programs for high achievers at a community college. A detailed literature review was completed, focusing on educational themes such as motivation, high achievers, persistence, and honors programs. The theoretical framework used was GRIT developed by Duckworth (2007). The...
Show moreMost of the literature concentrating on Black males, focuses on retention problems that have gone unresolved. The purpose of this study was to explore qualitatively the nature of the academic success of Black males in programs for high achievers at a community college. A detailed literature review was completed, focusing on educational themes such as motivation, high achievers, persistence, and honors programs. The theoretical framework used was GRIT developed by Duckworth (2007). The researcher used a six-step process as suggested by Moustakas (1994) to determine results. In addition, interviews were conducted with seven Black males who were defined as high achievers. The following six themes were identified from this phenomenology approach: supporting family, starting early, guilt, involvement, no failure, and academic success.
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Date Issued
2018
Identifier
CFE0007021, ucf:52040
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007021
A STUDY OF THE INFLUENCE VOCATIONAL EDUCATION HAS ON STUDENTS' ULTIMATE ACADEMIC SUCCESS
Title
A STUDY OF THE INFLUENCE VOCATIONAL EDUCATION HAS ON STUDENTS' ULTIMATE ACADEMIC SUCCESS.
Creator
Gunderson, Margaret Mary, Murray, Barbara, University of Central Florida
Abstract / Description
ABSTRACT The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement--high school graduation. This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education. The cohort group started high school during the 1999-2000 school year, had earned a GPA of 2.5 or lower at the end of the freshman year (May 2000) and finished high school...
Show moreABSTRACT The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement--high school graduation. This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education. The cohort group started high school during the 1999-2000 school year, had earned a GPA of 2.5 or lower at the end of the freshman year (May 2000) and finished high school prior to the start of the 2003-2004 school year. There were 322 students identified in the initial cohort group. In completing this study, the following procedures were implemented: related literature was reviewed to provide a background of the role vocational/business education plays and the effect vocational/business education has on a student's achievement, data were collected and a survey was taken. The data collected included grade point average, standardized test scores, attendance, discipline and whether or not the student withdrew prior to graduation. The data were analyzed using ANOVA to determine a significant difference. Significance was tested at the .05 level. Data related to withdraws were analyzed using the Chi-Square Test of Independence. The researcher developed and implemented a survey instrument. The survey was offered to all Lyman graduates in the class of 2003 over the age of 18 who had completed at least two courses in one vocational/business program. These students were asked to describe the significance and relevance of their vocational/business education training to their high school experience and career choice (which may include college education). The survey asked students to list advantages and disadvantages of their vocational/business education training and their participation in co-curricular organizations. Students were asked to state their perception of the effect that the vocational/business classes had upon their academic achievement. The following results were obtained from this research. There was not a statistically significant difference in grade point averages, standardized test scores, absences and out-of-school suspensions. There was a statistically significant difference in in-school suspensions and withdraws prior to graduation. There were 227 students who withdrew prior to graduation. Of the 227 students, 91 had no vocational/business education and 96 had taken some amount of vocational/business education training (one course in one or more vocational/business education programs). Of the 95 students who remained throughout the four years of high school, 84 of the students graduated. Of the 84 students who graduated, 56 of the students completed a vocational/business education program. All graduates who responded to the survey strongly agreed that vocational/business education had a positive effect on their academic achievement.
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Date Issued
2004
Identifier
CFE0000007, ucf:46076
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000007
RELATIONSHIPS AMONG CHILD ABUSE EXPERIENCES, SOCIAL SUPPORT, AND ACADEMIC SUCCESS
Title
RELATIONSHIPS AMONG CHILD ABUSE EXPERIENCES, SOCIAL SUPPORT, AND ACADEMIC SUCCESS.
Creator
Havill, Amanda, Renk, Kimberly, University of Central Florida
Abstract / Description
Previous research indicated that childhood abuse experiences are important factors in determining the length and achievement of individuals' academic careers (Braver, Bumberry, Green, & Rawson, 1992). Several additional studies suggested that there is a relationship between childhood abuse experiences and social support (i.e., parental, peer, and teacher; Ezzell, Swenson, & Brondino, 2000; Goebbels, Nichols, Walsh, & De Vries, 2008). Although these relationships were documented, few studies...
Show morePrevious research indicated that childhood abuse experiences are important factors in determining the length and achievement of individuals' academic careers (Braver, Bumberry, Green, & Rawson, 1992). Several additional studies suggested that there is a relationship between childhood abuse experiences and social support (i.e., parental, peer, and teacher; Ezzell, Swenson, & Brondino, 2000; Goebbels, Nichols, Walsh, & De Vries, 2008). Although these relationships were documented, few studies examined the relationships between childhood abuse experiences, social support, and academic success in one comprehensive analysis. As a result, the current study examined the relationships among childhood abuse experiences, social support, and academic success. More specifically, the current study examined the mediational role of social support in the relationship between childhood abuse experiences and academic success. Participants completed four empirically validated questionnaires online. These questionnaires included a demographics questionnaire, the Student Perceived Availability of Social Support Questionnaire (SPASSQ; Vedder, Boekaerts, & Seegers, 2005), the Motivation to Achieve Academically Questionnaire (MAAQ; Waugh, 2002), and the Childhood Trauma Questionnaire (CTQ; Bernstein & Fink, 1998)). Using correlational analyses and regression analyses, results of the current study indicated that those individuals who reported childhood abuse experiences are more likely to have reported lower levels of parental support and that those who received a higher level of teachers' support are more likely to endorse academic success. Finally, childhood abuse experiences and social support generally were not significant predictors of academic success, and social support did not serve as a mediator in the relationship between childhood abuse experiences and academic success. Nonetheless, understanding the childhood experiences that individuals bring with them into their later lives still may be important in fostering the best possible academic outcomes.
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Date Issued
2011
Identifier
CFH0003786, ucf:44715
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0003786
Student Community Detection and Recommendation of Customized Paths to Reinforce Academic Success
Title
Student Community Detection and Recommendation of Customized Paths to Reinforce Academic Success.
Creator
Shao, Yuan, Jha, Sumit Kumar, Zhang, Wei, Zhang, Shaojie, University of Central Florida
Abstract / Description
Educational Data Mining (EDM) is a research area that analyzes educational data and extracts interesting and unique information to address education issues. EDM implements computational methods to explore data for the purpose of studying questions related to educational achievements. A common task in an educational environment is the grouping of students and the identification of communities that have common features. Then, these communities of students may be studied by a course developer to...
Show moreEducational Data Mining (EDM) is a research area that analyzes educational data and extracts interesting and unique information to address education issues. EDM implements computational methods to explore data for the purpose of studying questions related to educational achievements. A common task in an educational environment is the grouping of students and the identification of communities that have common features. Then, these communities of students may be studied by a course developer to build a personalized learning system, promote effective group learning, provide adaptive contents, etc. The objective of this thesis is to find an approach to detect student communities and analyze students who do well academically with particular sequences of classes in each community. Then, we compute one or more sequences of courses that a student in a community may pursue to higher their chances of obtaining good academic performance.
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Date Issued
2019
Identifier
CFE0007529, ucf:52623
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007529
THE RELATIONSHIP BETWEEN ACADEMIC AND STUDENT AFFAIRS COLLABORATION AND STUDENT SUCCESS IN RESEARCH UNIVERSITIES
Title
THE RELATIONSHIP BETWEEN ACADEMIC AND STUDENT AFFAIRS COLLABORATION AND STUDENT SUCCESS IN RESEARCH UNIVERSITIES.
Creator
Boggs, Elizabeth, Tubbs, LeVester, University of Central Florida
Abstract / Description
This study investigated the relationships, if any, between the number, nature, and organization of partnerships between academic and student affairs and measures of institutional success and student learning. Specifically, this research sought to: (a) investigate the relationships between the number, nature, and organization of partnerships with institutional retention rates, graduation rates, and students' engagement in educationally purposeful activities, (b) test the feasibility of a...
Show moreThis study investigated the relationships, if any, between the number, nature, and organization of partnerships between academic and student affairs and measures of institutional success and student learning. Specifically, this research sought to: (a) investigate the relationships between the number, nature, and organization of partnerships with institutional retention rates, graduation rates, and students' engagement in educationally purposeful activities, (b) test the feasibility of a classification system for the organization of partnerships developed by O'Halloran (2005), and (c) explore the alignment between reported goals for engaging in collaboration and the actual nature of existing partnerships. The population for the study consisted of 93 Senior Student Affairs Officers (SSAOs) at doctoral-granting institutions who participated in the spring, 2005 administration of the National Survey of Student Engagement (NSSE). The survey instrument was adapted from O'Halloran (2005) and was administered in spring 2006. Of the 93 surveys administered, 52 were completed for a response rate of 55%. The findings indicated that the nature of the partnerships has significant effects on measures of institutional success and student learning. Furthermore, 75% of the respondents reported that their institutions had developed partnerships for the purpose of enhancing academic performance or increasing student retention and/or persistence. Implications of these findings are discussed in terms of the iterative relationships between the number/nature of partnerships, goals of partnerships, and outcomes of partnerships mediated by organizational structures and institutional characteristics.
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Date Issued
2006
Identifier
CFE0001396, ucf:46958
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001396
An Investigation of State College to University Transfer Students' Sense of Belonging
Title
An Investigation of State College to University Transfer Students' Sense of Belonging.
Creator
Brady, Claire, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Cavanaugh, Pam, University of Central Florida
Abstract / Description
The purpose of this mixed methods study was to examine the sense of belonging of state college transfer students who enroll at a large research-intensive university through structured and unstructured transfer pathways using the Sense of Belonging Instrument (SBI; Hoffman, Richmond, Morrow, (&) Solomon, 2002). The SBI includes five subscales (Peer Support, Faculty Support, Classroom Comfort, Isolation, and Empathetic Faculty Understanding). To date, no systematic investigation has considered...
Show moreThe purpose of this mixed methods study was to examine the sense of belonging of state college transfer students who enroll at a large research-intensive university through structured and unstructured transfer pathways using the Sense of Belonging Instrument (SBI; Hoffman, Richmond, Morrow, (&) Solomon, 2002). The SBI includes five subscales (Peer Support, Faculty Support, Classroom Comfort, Isolation, and Empathetic Faculty Understanding). To date, no systematic investigation has considered the construct of belonging with this population or transfer pathway. The findings from this study (n = 54) found a positive statistically significant correlation between Peer Support and Isolation (r(52) =.801, p = .000) and a statistically significant difference between the mean values of Empathetic Faculty Understanding between the structured and unstructured pathways (p = 0.027). This study showed that structured transfer pathway student sense of belonging was grounded in the classroom experience, empathetic faculty, and faculty support. Unstructured transfer pathway student sense of belonging was grounded in peer relationships, the classroom experience, and empathetic faculty. First generation participants were more likely to perceive isolation than non-first generation participants and structured pathway participants were more likely to perceive faculty empathetic understanding than unstructured pathway participants. There were also differences in the qualitative data between the pathway groups, including differing perceptions of faculty care and empathy, peer engagement, and the role of Advisors and online support systems in the transfer experience. The data and findings presented in this study show that the academic experience in the classroom and the perception of empathetic faculty are central to state college transfer student experience and contributes to transfer student sense of belonging.
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Date Issued
2017
Identifier
CFE0006569, ucf:51332
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006569