Institutional Diversity and Inclusion and Retention for Undergraduate Minority Students at Four-Year Institutions

Autor/in	Nance, Ashton
Titel	Institutional Diversity and Inclusion and Retention for Undergraduate Minority Students at Four-Year Institutions
Quelle	(2022), (144 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of the Cumberlands
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-6235-8
Schlagwörter	Hochschulschrift; Dissertation; Minority Group Students; Undergraduate Students; Student Diversity; School Holding Power; Academic Persistence; Inclusion; Diversity (Institutional); White Students; Comparative Analysis; Educational Experience; Student Needs; Race; Student Characteristics; Student Financial Aid; Age Differences; Student Attitudes; Educational Attainment; Dropouts; Instructional Leadership; Educational Planning; Florida; Texas; Louisiana; Alabama; Mississippi; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Inklusion; Bildungserfahrung; Rasse; Abstammung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Age; Difference; Age difference; Altersunterschied; Schülerverhalten; Bildungsabschluss; Bildungsgut; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsplanung
Abstract	This quantitative comparative study aimed to evaluate how undergraduate students at four-year institutions assess diversity and inclusion on their campuses and how their thoughts affect retention. Differences were assessed between White and BIPOC (Black, Hispanic and Latin, Asian and Pacific Islander, and Native American and Alaskan Native) students, as past research identified different experiences and thoughts regarding retention between White and BIPOC students. Prior research also validates that higher education leaders must ensure retention by meeting the needs of all students. However, higher education administrations often fail to lead effectively and neglect to provide adequate support to all students. This study evaluated the following variables via four research questions regarding a collection of data from select Southern states (Florida, Texas, Louisiana, Mississippi, Georgia, and Alabama): whether enrollment intention responses vary by racial group, the use of financial aid, by age group, or by academic classification (freshman, sophomore, junior, or senior). Survey data was collected via MTurk, a paid data collection service through AWS. The results showed a statistically significant difference in the desire to remain enrolled between White and BIPOC students when assessing consideration to drop out of college, as well as in the desire to remain enrolled when assessing consideration to drop out of college when comparing students who did or did not use financial aid. These results were expected and highlighted the notion that higher education leadership teams must work diligently to model effective leadership and create proactive retention plans for White and BIPOC students. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01