Intent to Persist among African American Community College Students in Remedial Education

Autor/in	Morris-Compton, Darnell
Titel	Intent to Persist among African American Community College Students in Remedial Education
Quelle	In: Journal of Negro Education, 90 (2021) 4, S.496-507 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Intention; Academic Persistence; African American Students; Two Year College Students; Community Colleges; Remedial Instruction; Social Integration; Inclusion + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Community college; Community College; Förderkurs; Soziale Integration; Inklusion
Abstract	More African Americans have enrolled into higher education; however, persistence in school has remained a challenge, especially in community college. Many African American students have been required to take remedial education to remedy deficits, but research on effectiveness of these courses remains unclear. Academic and social integration--increased student involvement on campus, with students, and with faculty--has been found to increase persistence. Critics have argued this theory does not apply well to non-traditional students. Using a cross-sectional survey design, this research tested this theory on a sample of 239 community college students taking developmental education courses. The study hypothesized that academic and social integration predicted student intention to re-enroll. Findings offered limited support of the model. Implications were discussed. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01