A Grounded Theory of the College Experiences of African American Males in Black Greek-Letter Organizations

Autor/in	Ford, David Julius, Jr.
Titel	A Grounded Theory of the College Experiences of African American Males in Black Greek-Letter Organizations
Quelle	(2014), (300 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Old Dominion University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3210-2928-4
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; College Students; Fraternities; Student Organizations; Grounded Theory; Correlation; Student Experience; Racial Composition; Whites; Educational Environment; School Personnel; Attitude Measures; Role; Student Needs; Academic Support Services; Student Personnel Services; Counselor Role + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Collegestudent; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Korrelation; Studienerfahrung; White; Weißer; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulpersonal; Rollen
Abstract	Studies have shown that involvement in a student organization can improve the academic and psychosocial outcomes of African American male students (Harper, 2006b; Robertson & Mason, 2008; Williams & Justice, 2010). Further, Harper, Byars, and Jelke (2005) stated that African American fraternities and sororities (i.e., Black Greek-letter organizations [BGLOs]) are the primary venues by which African American students become involved on campus. This grounded theory study examined the relationship between membership in a BOLO and the overall college experiences of African American male college students at a Predominantly White Institution (PWI). Eleven themes were identified in the study indicating that membership had a positive impact on the college experiences of African American male college students at a PWI. The study also examined the perceptions of counselors and other college student personnel regarding their role in improving the academic and psychosocial outcomes of African American male college students. Participants indicated that their role is to provide academic and psychosocial support for these students; they offered strategies for PWIs to improve the persistence and success of these students. Implications for counseling, higher education, and Black Greek life are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01