Matching Items (2)
Description
Disparities exist among minorities in educational a ttainment. The gap widens when examining access to higher education and persi stence rates among minority males as compared to their white counterparts and minorit y females. The purpose of this action research study was to explore the impact of a recip rocal mentoring model between faculty and minority male students in an effort to examine the effects on student persistence and the students' academic experience. The researcher attempted to examine mentoring relationships, the process of reciprocal mentoring, and the effects on persistence and the students' academic experience f or the purpose of learning about one another's perspectives. This study investigated min ority male persistence within Chandler-Gilbert Community College (CGCC). Persiste nce was defined as a student who enrolled during the fall 2013 academic semester and continued at the same institution or transferred to another two-year or four-year instit ution working on degree completion. The author used a mixed methods design and used Cri tical Race Theory (CRT) as the theoretical framework by which to examine issues pe rtaining to minority male student perspectives and experiences. The results yielded e ight assertions related to minority male retention and persistence.
ContributorsWendt, Jill Lynette (Author) / Carlson, David L. (Thesis advisor) / Barnard, Wendy (Thesis advisor) / Glasper, Rufus (Committee member) / Arizona State University (Publisher)
Created2014
Description
This action research study (a) explored how institutionally labeled “at-risk” Latina/o students described their experiences in an opportunity to learn environment within an academic intervention program, (b) examined how these students experienced caring relationships with their teachers in an opportunity to learn environment when compared to their other core academic classes, and (c) investigated how school leaders created conditions to further support these students’ academic success on a larger scale. This action research study utilized a sequential phenomenological qualitative approach. Critical Race Theory, Critical Pedagogy, and Care theory served as the theoretical frameworks for this study. The blending of these theories worked to push Latina/o students’ narrative reflections to emerge as constitutive and instructive voices speaking back against the inequalities in the educational setting, and offered counterstories about the caring dynamics of Latina/o students in the classroom. Participants included high school students identified as “at-risk” and in an academic intervention class
ContributorsVillena, Breanna (Author) / Liou, Daniel (Thesis advisor) / Tefera, Adai (Committee member) / Vasquez-Robles, Veronica (Committee member) / Arizona State University (Publisher)
Created2016