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Dissertations / Theses on the topic 'African American participants'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Williams, Eric Garnell. "Academic, Research, and Social Self-Efficacy among African American Pre-McNair Scholar Participants and African American Post-McNair Scholar Participants." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11286.

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College enrollment and graduation rates for African Americans remain lower than enrollment and graduation rates for middle and upper-class White students. The lower enrollment and graduation rates have an effect on the number of African American students who pursue the Ph.D. and other research doctorate degrees. In order to increase the number of African Americans and other underrepresented students in the Ph.D. pipeline, the United States Congress passed legislation that created the Ronald E. McNair Postbaccalaureate Achievement Program (McNair Scholars Program) in the mid-1980s. The purpose of the McNair Scholars Program is to prepare college students for doctoral studies and careers in academia through involvement in summer research internships and other scholarly activities. One way in which this program may prepare students is through the development of students' academic, research and social self-efficacy. To date, however little research has been conducted to see if the McNair Scholars Program has an effect on African American students' levels of self-efficacy. The purpose of this study was to compare levels of academic, research and social self-efficacy among African American pre- and post-McNair Scholar participants. Levels of self-efficacy were analyzed by McNair participant status (pre-McNair and post-McNair), gender, college and grade point average. The study employed a national sample of African American pre- and post McNair Scholar Program participants. Data were collected using the Graduate Education Self-Efficacy Scale (GESES), a 57-item instrument designed specifically for this study. Items for the survey were developed utilizing existing literature on academic, research and social self-efficacy. Results revealed significant differences in academic, research and social self-efficacy between African American pre- and post-McNair Scholar Program participants. There were no significant differences by gender on academic, research or social self-efficacy. Neither were significant differences found by college grade level on academic or social self-efficacy. There were, however, significant differences based on college grade level on research self-efficacy. There were also significant interaction effects between gender and college grade level on academic, research and social self-efficacy. The results suggest that participating in the McNair Scholars Program raises levels of academic, research and social self-efficacy among African American college students.
Ph. D.
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2

Goodwin, Rosalyn Harper. "Case study of the voluntary student transfer program| The perspectives of African American students and parent participants in one midwestern school district." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613986.

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This study investigated the perspectives of four students and 6 parent participants of the Voluntary Student Transfer program, an inter-district desegregation program that involves transporting African American students from urban area schools to surrounding county schools. Due to limited and dated research related to the Voluntary Student Transfer (VST) program, the researcher employed a qualitative collective case study framework which included a semi-structured interview protocol and questionnaires to gather perceptual data of parent and student participants of the program. The collective case studies revealed that parent and student participants of the VST program were satisfied with the program overall had not considered discontinuing participation for any reason. Data analysis revealed common themes addressed by parents and students to support their perceptions about the VST program. These themes included quality of education, the importance of relationships, and parent activism. Busing and the distance from home was another combined theme that developed, presenting a drawback from program participation. Because the sample size of this study represents a small percentage of the participants in the VST program, further studies should be conducted to include more perspectives within the research district and other districts implementing the VST program.

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3

Drew, DJuana P. "Discovering Factors Which Helped Selected Participants In Columbus, Ohio Achieve Wellbeing During Times Of Grief." Ashland Theological Seminary / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=atssem1620325934310402.

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4

Wilson, Maria. "Beyond Breastfeeding: Exploring the Influence of Maternal Control Over Child Health Behavior Among African American Women Infants and Children Nutritional Supplementation Program Participants." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3965.

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The health benefits of breastfeeding exceed well beyond the first few years of an infant's life. Breast milk is often referred to as liquid gold because of its extensive protective properties that promote child growth and development. Unfortunately, African American women have the lowest breastfeeding rates compared to any other racial group. Given that African American children are disproportionately affected by the current obesity epidemic in the United States, there may be a link between a mother's preference to breastfeed her infant and her influence over her child's eating behaviors and physical activity levels. Guided by social cognitive theory, the purpose of this quantitative longitudinal study was to explore the association between exclusive breastfeeding and maternal control over childhood nutrition and physical activity among African American women and children enrolled in the Women Infants and Children Nutritional Supplementation Program (WIC). Secondary data were used from the Infant Feeding Practices II Survey and its Year 6 Follow Up. Crosstabulations were performed to assess the relationship between exclusive breastfeeding and maternal control over child health behaviors after 6 years. The null hypotheses were not rejected, as there was no relationship between exclusive breastfeeding and maternal control over physical activity or child eating behaviors. Findings revealed moderate to high levels of maternal control among WIC participants who breastfed for 3 months. This study may lead to positive social change by increasing the number of children who benefit from breast milk and improving childhood nutrition and physical activity, which will ultimately reduce child obesity disparities and promote maternal and child health altogether.
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5

Laosebikan-Buggs, Morolake. "An Investigation of the Impact of Student Government Involvement at one Public Historically Black University on the Career Choice of African American Student Participants." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1102.

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The purpose of this study was to investigate student participation in collegiate student governance, the impact of that involvement and its influence on career choice for African-American participants, and to enlighten educators about role and value of collegiate student government participation. If participation in student government and involvement in leadership activities is important in the overall development of a student, then the benefits and characteristics of that development may appear after the student graduates and enters society and the workforce (Cress, Astin, Zimmerman- Oster, & Burkhardt, 2001). Studies conducted over the last twenty years have attempted to measure the impact of involvement and leadership development on college students after graduation (Cress, et. all, 2001; Sommers, 1991) but not much has been written about the subject specifically tied to student government (Downey, Bosco and Silver, 1984; Kuh and Lund, 1994; Schuh and Laverty, 1983; Sermersheim, 1996). A qualitative case study/cross case analysis of multiple participants was utilized for this project. Following the collection of data through the use of a written participant profile and oral interviews with each of the survey participants, case studies were constructed and presented in a narrative form to allow the individual personalities of the participants to emerge. The use of cross case analysis allowed the researcher to group the data into themes and highlight patterns that cut across each case, more narrowly defining what related factors were significant to the impact of student government participation and the selection of a particular career choice. x The findings from this study indicate that while the impact of student government participation has an overall positive effect on students who participate, including greater career competency and self confidence, students attribute their choice of career to their chosen undergraduate major or other factors. Study findings revealed evidence that the impact of student government involvement was limited in its direct influence on career choice.
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6

Ruffin, Christopher. "The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/119.

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This qualitative study examined the impact of TRIO-Upward Bound and Math Science programs for 12th-grade African-American male participants. The overall aim studied their self-efficacy in fulfilling graduation requirements and academic achievement in preparation for acceptance into a postsecondary institution. Data collection methods for this study were comprised of interviews, surveys, and student achievement data. Utilizing the qualitative director interviews, the researcher analyzed the data and presented the impact of independent variables on the effectiveness of the Upward Bound TRIO program for African-American 12th-grade males. A comparison of two Upward Bound TRIO programs at a select urban southern institution was conducted in the southern region of Georgia. The results were analyzed and queried as to whether the academic challenges confronting economically disadvantaged potential first generation college students, particularly African-American males, suggest an urgent call to action for an effective intervention strategy.
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7

Ross, Charles Kenyatta. "Outside the lines : the African American struggle to participate in professional football, 1904-1962 /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940308432552.

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8

Krentzman, Amy R. "Spirituality, Religiosity, and Alcoholism Treatment Outcomes: A Comparison between Black and White Participants." online version, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=case1207226235.

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9

Okere, Chika. "Impact of Social Influence on Willingness to Participate in Clinical Trials among African Americans." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6641.

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Global rate of participation in clinical trials is especially low among African Americans in the United States due to social factors identified by research, which adversely impact this group's willingness to participate in clinical trials. The purpose of this cross-sectional quantitative study was to evaluate the role of social influence in the decision-making patterns of African Americans as it relates to clinical trial participation. The theory of planned behavior was used as the theoretical framework to understand an individual's interaction with social factors and how it affects their willingness to participate in clinical trials. The participants in the study were 115 African Americans residing in a greater metropolitan area of Ohio. Data were collected using 1-time questionnaire administered by paper instrument. Regression and correlation analyses were conducted for all 115 collected survey responses. Results of the analyses were statistically significant in proving that social influence is a good predictor of willingness to participate in clinical trials where the research involves minimal risk to the participants (p = 0.047). The results also showed that attitudes and beliefs about clinical trials are good predictors of willingness to participate in clinical trials among African Americans (p = 0.000). The results of this study offer new insight for the development of patient recruitment initiatives within the African American community in the United States and create a path to the development of viable and sustainable intervention.
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10

Gines, Roger K. "Influencing African American males to participate in higher education : perceptions from the former members of the Boys Choir of Harlem /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974633.

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11

Montgomery, Thomas Victor. "Comparing academic achievement of African-American males who do and do not participate in high school athletics." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Thesis (Ed.D.)--Liberty University, 2010.
This study was conducted to investigate the impact on academic achievement that high school athletics had on African-American male students who participated in high school athletics against African-American male students who did not participate in high school athletics during the 2008-2009 school year. The results were measured by grade point averages (GPAs) and surveys developed by the researcher. The purpose of this study was to determine whether or not African-American males that participated in high school athletics showed higher academic achievement than African-American males that did not participate in high school athletics. The study also assessed attitudes about the relation between academic achievement and sports participation, using survey results from African-American male student-athletes and their parents. The results of this study indicated that high school athletics do not have a significant impact on the academic achievement of African-American males. Results of this study indicated that (a) sports participation can both negatively and positively impact academic achievement and (b) coaches' encouragement should be considered an important resource for influencing the academic aspirations of African-American male student-athletes. Suggestions for continued research are included within this study. Includes bibliographical references.
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12

Scullin, Bethany L. ""Being True": How African American Adolescent Male Students Participate in a Culturally Relevant Literature-Based Reading Curriculum." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416441802.

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13

Harmon, Carolyn Wilma. "SOCIAL DETERMINANTS OF HEALTH AND HEALTH BELIEFS AMONG AFRICAN AMERICAN WOMEN WITH CHRONIC HEALTH CONDITIONS AND THEIR DECISIONS TO PARTICIPATE IN GENETIC RESEARCH." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270243868.

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14

Nelson, LIsa V. "International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418671274.

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15

Hollands, Aisha La'Chae. "Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/236.

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Colleges are struggling to retain students of color at four-year academic institutions (Kuh, 2005). The result is that while African-American and Latino students are entering college, fewer successfully complete their programs of study and obtain an undergraduate degree (ACE, 2006). For this reason, institutions are establishing supportive learning communities to not only recruit, but to retain this population.Learning communities have become welcoming places in the academy, and are designed to help students succeed in college by providing a formative, integrated academic experience that builds strength, perspective, and commitment. Employing Vincent Tinto`s (1975) student integration theory as a conceptual framework, this qualitative case study examined the relationship between student participation in a learning community, college persistence, and college retention. This research addressed the experiences of eight students of color who participated in the Louis Stokes Alliance Minority Participation (LSAMP) learning community program. Participant experiences were gathered through the administration of demographic questionnaires, in-depth interviews, a focus group, and a non-participant observation. The findings of this research study revealed that college persistence and retention is a function of four strategies, all of which are incorporated into the Louis Stokes Alliance Minority Participation Program: (a) Social Integration; strengthened connections amongst students of color and between students, faculty and staff (b) Academic preparedness; making sure students of color have the resources and skills needed in order to be academically successful (c) Group identity; helping students overcome feelings of isolation that are common on large college campuses (d) Providing both an academic and social atmosphere where students can succeed. The implications of this study assert that learning communities have a profound impact on positive student outcomes for both African-American and Latino students who attend predominately white institutions.
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16

Davis, Rhonda L. B. "Reflections of nine participants regarding their experiences of being African American and using augmentative and alternative communication across their lifespan at home, school, vocation, and community." 2005. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1115/index.html.

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17

Schlesinger, Raphael. "Better myself motivation of African Americans to participate in correctional education /." 2004. http://catalog.hathitrust.org/api/volumes/oclc/56140423.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 2004.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 79-85).
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18

Rai, Kalyani. "Empowerment and the pedagogy of space a perspective from the participants in an inner city community development project /." 1996. http://catalog.hathitrust.org/api/volumes/oclc/35654729.html.

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Thesis (Ph.D.)--University of Wisconsin--Madison, 1996.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 208-216).
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