Retention and Persistence of African-American Students in School Psychology Programs

Autor/inn/en	Proctor, Sherrie L.; Nasir, Afshan; Wilson, Tossea; Li, Kathrynne; Castrillon, Paola
Titel	Retention and Persistence of African-American Students in School Psychology Programs
Quelle	In: Psychology in the Schools, 55 (2018) 5, S.506-522 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Proctor, Sherrie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22124
Schlagwörter	School Holding Power; Academic Persistence; African American Students; School Psychology; Qualitative Research; Student Attitudes; Graduation; College Students; College Faculty + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulpsychologie; Qualitative Forschung; Schülerverhalten; Abschluss; Graduierung; Collegestudent; Fakultät
Abstract	This qualitative study investigated eight African-American specialist-level students' experiences with and perceptions of their retention and persistence toward degree completion in school psychology programs. Findings indicate that participants deemed the general supports faculty offered to all students and positive, supportive relationships with faculty as retention strategies they experienced as effective and access to diversity in support systems as a retention strategy they perceived would be beneficial. Participants described social engagement and reliance on family and classmates as persistence strategies they used. Based on these findings, the article provides recommendations for school psychology faculty interested in retaining African-American students and African-American students who aim to persist to degree completion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01