Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
A Case Study Of Perceptions And Experiences Among African American Males Regarding College Dropout Rates In A Community College
Download A Case Study Of Perceptions And Experiences Among African American Males Regarding College Dropout Rates In A Community College full books in PDF, epub, and Kindle. Read online A Case Study Of Perceptions And Experiences Among African American Males Regarding College Dropout Rates In A Community College ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis A Case Study of Perceptions and Experiences among African-American Males Regarding College Dropout Rates in a Community College by : James Branch
Download or read book A Case Study of Perceptions and Experiences among African-American Males Regarding College Dropout Rates in a Community College written by James Branch and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis African American Male Students' Perceptions of the Community College Experience in Rural Louisiana and how it Influences Graduation and Retention Rates by : Aaron Jagers
Download or read book African American Male Students' Perceptions of the Community College Experience in Rural Louisiana and how it Influences Graduation and Retention Rates written by Aaron Jagers and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study explored the obstacles African American male students face that can hinder their academic progress at community colleges within the rural regions of Louisiana. This study viewed the collective experiences of African American males in community colleges in order to improve their academic outcomes, completion, and retention rates. This study also explored the African American male's educational experiences and the personal and academic obstacles they faced as students in the community college environment. This study used a research design that collected data from African American male students in two rural Louisiana community colleges. This study utilized a survey as the means to collect data. The dependent variables in this study were age, first-generation college student status, academic goal, and full-time or part-time job status. The independent variables were institutional factors that affect students' completion rates, role of relationships with instructors, and impediments to social engagement in the community college environment. There were 100 African American male students who participated in the survey. The survey included 25 questions. There were 4 questions that measure participants' demographics. The demographics being measured were age range, first-generation college student status, academic goal, and job status. There were 7 questions that measured the institutional factors that may affect completion rates. There were 9 questions that measured the experiences with faculty. There were 5 questions that measured student engagement socially and academically on campus. Answers were given based on a Likert scale or a list of responses from which to choose. Data analyses used to address the research questions include descriptive statistics for Research Questions 1-3 and one-way ANOVA for Research Question 4. Results from this study showed a statistically significant relationship between the African American male students' demographics and institutional factors, relationship with instructors, and social engagement as a predictor for retention and graduation rates. This study provided data for community college administrators, state and federal-level policy makers, and faculty to help improve degree, diploma, and certificate attainment of African American males in community colleges.
Book Synopsis African American Males' Perceptions of a Midwestern Community College by : Marietta Turner
Download or read book African American Males' Perceptions of a Midwestern Community College written by Marietta Turner and published by . This book was released on 2016 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: The educational statistics continue to report dismal persistence and completion rates for male African American community college students. Many scholars have noted the fact that African American males remain further behind all other demographics in college enrollment and completion. In this study, I sought to advance the literature on student engagement and academic success by exploring these students' perceptions of their college-going experience. The purpose of the study was to better understand African American male community college students' perceptions of their academic and social experiences at one midwestern community college. The theoretical framework for this study was achieved by combining essential components of Involvement and Engagement Theory, Academic and Social Integration Theory, and Encouragement, Family, and Racial Centrality Models. This study used semi-structured in-depth interviews with 27 African American males. Eight significant themes emerged from the data analysis: (a) Campus Environment: faculty, staff, classes, and support, (b) Persistence and graduation, (c) Academic challenges, (d) Academic successes, (e) Personal challenges, (f) Personal successes, (g) Inspiration: personal, family, and colleagues, and (h) Mentors -- on and off campus. This qualitative research study offered narratives from the African American males which described factors they believed impacted their ability and desire to persist at community college. The study findings provided insight into factors students believed guided and supported their academic and student engagement, including the campus environment; faculty, staff, and classes, people, and resources. In this study, I sought to provide more understanding of what students believed would help them connect and commit in order to persist and achieve credential completion. The findings served as the basis for recommendations to community college administrators and policy makers and suggestions for future research.
Book Synopsis African American male first second college student perceptions of the barriers to their academic success by : Jeannine N. Belton Williams
Download or read book African American male first second college student perceptions of the barriers to their academic success written by Jeannine N. Belton Williams and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates there is a significant trend of African American male students’ inability to graduate once enrolled in the nation’s public colleges and universities. Persistently low graduation rates of African American male students in their first and second year of college are connected to both cultural and institutional barriers. The purpose of this qualitative case study is to explore the perceptions, attitudes, and lived experiences of 20 African American male first and second year college students at a Michigan four year public university regarding possible societal or institutional barriers to degree completion that they may have experienced or are experiencing and how those barriers have influenced their academic success. This study will be guided by two overarching research questions. First, what are the perceptions, attitudes, and lived experience of African American male students at the university? Second, what are the barriers they encountered that affected their persistence at the university? Results may provide specific recommendations for remedial efforts the university may consider utilizing to address African American male students’ persistence and societal or institutional barriers to their degree completion. The perceptions, attitudes, and lived experiences of these students may provide information that the university’s administrators can use to design policies and programs to help remedy the low persistence of the target participants in the study. Results may provide specific data with which to address this ongoing problem at the university.
Book Synopsis A Road Less Traveled - Hearing the Voices of High Achieving African American Male Community College Graduates: A Narrative Study by : Charlita Yvonne Anderson
Download or read book A Road Less Traveled - Hearing the Voices of High Achieving African American Male Community College Graduates: A Narrative Study written by Charlita Yvonne Anderson and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community college leaders recognize the need for a more systemic and comprehensive approaches to increasing the retention rates of African American males, which was the impetus for this study. African American males within the community college system are not persisting and graduating at the same rates as that of their male or female counterparts, and approximately 70% of Black male undergraduates who start college never finish, which is the lowest college completion rate among both genders and all racial/ethnic groups in higher education (Harper, 2006a). This is compounded by a gap in the research regarding the existence of academically and socially high achieving African American males, as most research focuses on their underachievement. The purpose of this narrative qualitative inquiry was to explore the experiences and perceptions of AFRICAN AMERICAN males who successfully navigated and graduated from an urban community college in Northern California, in order to identify the factors that contributed to their persistence and success. The rationale for utilizing a narrative qualitative inquiry was this approach aligned with the study's goal of "giving voice" to African American male students' educational experiences and successful outcomes. This research study identified the three main themes of, experiencing success, involving and engaging African American males on campus, and receiving institutional support. Four results were identified; (a) involvement and engagement inside and outside the classroom are critical to African American male persistence and degree completion, (b) interpersonal connections between students and the community at large (peers, faculty, staff, and administrators) are integral to providing both validation and support as core factors to African American male persistence and degree completion, (c) validating experiences affirm positive interactions with community college faculty and are associated with African American male persistence and degree completion, and (d) self determination was an important attitude that propelled African American males forward to develop the kind of self-efficacy needed to complete their degree. Arising from this research were recommendations for the enhancement of community college programs to support African American male student success. Recommendations are also made for future research to deepen understanding of factors that support or thwart the success of these students.
Book Synopsis Persisting to Graduation by : Stanley Dawayne Kirkman
Download or read book Persisting to Graduation written by Stanley Dawayne Kirkman and published by . This book was released on 2018 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although African-American males are enrolling in community colleges, their graduation rates are alarmingly low and there is a dearth of research about why this is the case. "Despite the high number of African American students enrolled in two-year institutions," argued Bush and Bush (2010), "there is a pronounced scarcity of educational literature and research about the community college system in general and African American students specifically" (p. 40). Harris and Wood (2013) also gave credence to the fact that it was not until after 2010 that scholars began researching men of color at community colleges. The purpose of this study, therefore, was to document and better understand the college-going experience of degree-seeking, first-generation, African-American males at an urban community college in the Midwest so that future African-American male students can be better supported in their quest for a higher education. Harper (2014) asked researchers to stop mischaracterizing young men of color and offer more than a one-sided narrative. This study aims to achieve that and also includes topics overlooked in the research: distinctive interventions for community colleges, personal reasons students drop out, the challenge of balancing academic and social pressures, and the need for qualitative research regarding the experiences of African-American males. In this study, major findings from 15 semi-structured interviews, demographic questionnaires, and support network diagrams are examined through an anti-deficit framing lens. Several themes emerged from the analysis process. Four of the major themes describe what contributes to associate degree completion for African-American males: importance of family and mentors, significance of believing in success, impact of community support, and influence of faculty connections. Four of the major themes are categorized as challenges to degree completion for African-American males. These are: complexities of being a first generation student, questioning the value of higher education, difficulties of college, and facing the reality of racism. Themes that emerged from this research indicate the ways faculty, student services professionals, and fellow students can best support African-American male students. This study also suggests that if community colleges truly want to see an increase in the number of African-American males graduating, there will need to be a college-wide strategy and implementation behind any social mobility objectives--not just words but action is needed. One participant offered a charge to readers that should persist beyond this dissertation regarding how instructors, staff, and students can best support African-American males at a community college: Just educate [yourself] about our experiences. Like you're doing. Talk to us, learn, see what they went through, see the challenges they went through to get where they are now, and what possible challenges they might face in the future.
Book Synopsis African American Male Students’ Perceptions of Factors that Influence Their Retention at a Community College by : Terrell Clark
Download or read book African American Male Students’ Perceptions of Factors that Influence Their Retention at a Community College written by Terrell Clark and published by . This book was released on 2020 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education institutions and their leadership struggle with developing an effective retention strategy especially one that targets African American male college students. African American male community college students are dropping out at alarming rates according to (Sternberg (2013), research on African American male college students has repeatedly been approached from a deficit lens that shows their challenges and poor academic performance. Opposing to the expression around a post-cultural United States of America, African American male college students are not experiencing evenhanded outcomes in higher education. Community colleges are a significant access point to higher education for all college students’ especially African American male college students; sadly, they are not being retained, at an acceptable rate. The purpose of this qualitative study is to explore the perceptions and lived experiences of African American male community college students regarding about college retention. Wood & Harris (2014) Five Domains Conceptual Framework is a holistic framework developed to address unbalanced retention and educational outcomes for African American male college students in a community college setting. This research study seeks shed light on the importance of (e.g., Pre-College, College Achievement, and Post-College Success) united with higher education institutions responsibilities (e.g., faculty engagement, college campus climate, and campus academic and social resources) to improve retention and academic outcomes for African American male college students.
Book Synopsis African American Males' Perceptions of Success While Attending Community College by : Dana M. Emerson
Download or read book African American Males' Perceptions of Success While Attending Community College written by Dana M. Emerson and published by . This book was released on 2016 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: African American males' experience in higher education is often categorized with negative terminology that does not reflect notions of success. Most research addressing the success of African American males in higher education illuminates factors that impede access to success and is often situated in university settings. Very little research is dedicated to examining the experiences of African American males in community colleges and even less research is published on their perceptions of success Purpose: To examine and understand the concept of success from the perspective of African American males enrolled in community college and identify how institutional and non-institutional factors affect their concept of success. Setting: Interviews were conducted at community colleges in the Pacific Northwest region of the United States. Subjects: Seven African American males enrolled in at least 6 credits at a community college in were interviewed. Research Design: Qualitative interviews using a semi-structured question matrix; the question matrix was designed to elicit responses related to defining a personal concept of success. Data Collection and Analysis: Face- to- face interviews were conducted on college campuses. Audio recordings were collected, transcribed, and then coded using computer- assisted qualitative data analysis software. Coded excerpts were grouped into prominent themes. Findings: Six primary themes were identified from the interview data. • Almost all participants stated that academic success had nothing to do with academic performance. Academic success was situated in overcoming challenges in an academic environment. • Success in general is more important than academic success. • The concept of success changes based on life experiences. • Feeling isolated, positive and negative interactions with faculty and peers contributed to the concept of success. • Negative imagery, stereotypes, financial status, and family support contribute to how African American males perceive themselves as successful. • Overcoming daily challenges based on race is indicative to how African American males equate success. Conclusions: While persistence and completion are important, academic success as defined by African American males in community college does not pertain to academic performance. Deeply rooted issues of race and racism influence a general definition of success. Concepts of success change overtime as significant life events occur and as more encounters with racism are realized. Overcoming challenges that affect the intersections of race, class and gender are more accurate descriptions of success. African American males in community college are very aware of how fragile their lives are as targets of racial profiling. Avoiding situations where others may not feel safe in their presence and continuously compensating for racial barriers that must be overcome in order to succeed is burden that is carried daily. For African American males, the only concept of success that matters is surviving the daily challenges of being an African American male for example, not losing their life at the hands of police officers.
Book Synopsis An Examination of Traditional and Non-Traditional African American Male Students' Perceptions of the Community College Environment, Their Quality of Effort, Gains, and Inclination to Persist by : William Melvin Johnson
Download or read book An Examination of Traditional and Non-Traditional African American Male Students' Perceptions of the Community College Environment, Their Quality of Effort, Gains, and Inclination to Persist written by William Melvin Johnson and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: African American males at community colleges are facing greater challenges regarding persistence in today’s higher education environment. Several studies address institutional retention efforts of African Americans at 4-year institutions; however, a significant gap exists of research concerning African American male students' persistence efforts within the community colleges setting. This study assist policy makers, higher education administrators, institutional researchers, and program directors in regards to best practices of programs that promote student persistence at the community college level. Guided by C. Robert Pace’s “Quality of Student Effort” theory, this study was conducted to examine the differences among traditional and non-traditional African American male students’ perceptions of the community college environment, their quality of effort, gains, and inclination to persist. Several statistical procedures were conducted to analyze a national data aggregate of the Community College Student Experiences Questionnaire (CCSEQ) acquired from the Center for the Study of Higher Education (CSHE) at the University of Memphis. A secondary data analysis was conducted among 1,948 student respondents from 8 community colleges that responded to the electronic version of the questionnaire during the academic years 2010-2013. To address the five research questions presented within this study, the Statistical Package for the Social Sciences (SPSS) was used to conduct multiple analyses that addressed four groups of dependent variables (perceptions of the college environment, student quality of effort, students’ perceived estimate of gains, and an index of students’ inclination to persist). The independent variables were traditional and non-traditional African American male community college students. Results indicate that significant differences exist in the responses of the community college sample. Amongst the four groups of dependent variables, the most notable difference is the affinity of traditional aged students’ and their perceptions of the college environment. Differences among traditionally aged and non-traditional African American male community college students were also observed regarding students’ perceived quality of effort, their estimates of gains and their inclination to persist at the community college level.
Book Synopsis Perceptions of African American Male Dropouts Regarding the Experiences that Impacted Their Personal Aspirations by : Geraldine J. Bryant
Download or read book Perceptions of African American Male Dropouts Regarding the Experiences that Impacted Their Personal Aspirations written by Geraldine J. Bryant and published by . This book was released on 2011 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: A qualitative research design was used to analyze data shared in interviews by 13 African American male high school dropouts. The data were used to answer questions about the complex nature of specific phenomena involving critical incidents perceived to be responsible for their dropping out of school. A lack of research on this serious topic has puzzled educators and policymakers for more than a generation. This research was an opportunity to explore the personal stories of a group of young African American males that may be seen as an indication of the conditions that have affected our larger society. The researcher interwove the data from the interviews with a review of literature on the factors that impact dropping out of school. The researcher used the grounded theory conceptual framework to examine the information gathered from the participants, who had all experienced an action, interaction, or process that affected their aspirations and caused them to drop out of school. Two distinct themes emerged from the data. The theme of loss had subthemes of economic deprivation and lack of support. The resilience theme had subthemes of aspirations and breaking bad habits. The participants learned from their experiences and were willing to help other African American males succeed. Several participants realized the importance of giving back to the community.
Book Synopsis An Exploration of African American Male Community College Students' Experiences Concerning Their Successful Postsecondary Enrollment by : Robin Dabney
Download or read book An Exploration of African American Male Community College Students' Experiences Concerning Their Successful Postsecondary Enrollment written by Robin Dabney and published by . This book was released on 2012 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite increased numbers of African American male students in higher education, their academic achievement levels continue to be at disproportionate numbers compared to other ethnic groups and genders (U.S. Census Bureau, 2005). The purpose of this phenomenological study is to explore lived experiences of African American male community college students concerning factors hindering their academic progress and to understand perceptions of factors that influence their academic achievement in higher education. The current study identifies pertinent factors that will assist African American males to become successful in their postsecondary experiences. Findings from this study provide insights into predictors that may lead to academic achievement for African American male students. Phenomenological hermeneutic analysis was used to explore lived experiences of African American community college students. Six African American male students attending a community college in Virginia were interviewed. A semi-structured interview protocol approach was used to establish dialogue between the participants and the researcher. The interview questions were designed based on the literature review. The results illustrate how African American male students are able to overcome obstacles to ascertain academic success regardless of their race and postsecondary challenges.
Book Synopsis Overcoming Adversity by : Jerrel Wade
Download or read book Overcoming Adversity written by Jerrel Wade and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite increased numbers of African American male students pursuing higher education, their academic levels of achievement continue to lag behind other ethnic and gender groups (NCES, 2003). The gap is even greater at the community college, where dropout and failure rates double those seen among African American males at the four year institutions (U.S. Department of Education, 2004/2009). The purpose of this qualitative study was to help better understand the experience of the African American male community college student and assess the academic, psychological, and social factors that contribute to their success. The goal of this study was not to simply evaluate factors that lead to student success, but to more carefully understand how students make sense of their successes and failures. Using Mason’s (1998) model of African American male urban community college persistence as a conceptual framework, this case study observed the interactions of a group of approximately 21 African American male students during their meetings as part of minority-male initiative program over the course of an entire semester. To gain further insight on the topics and challenges addressed in these group meetings, three students in the program were interviewed at multiple points throughout the semester to provide more detailed accounts of their educational experiences. By following these students closely for an entire academic semester, a holistic view of all factors that aided or handicapped these students’ success was recorded. Results from the study found that factors the students’ cited as most relevant to their success were participation in a mentoring program, peer support, and faculty and academic advisors. Participants cited class completion, pre-college preparation and guidance, and a lack of confidence in their own academic abilities as the major hindrances to their success. The data also revealed that stereotype threat and family involvement could exert either a positive or negative impact on their college experience. Based on these findings, several of the key recommendations for community colleges focus on increasing African American males’ utilization of campus resources and services earlier in their college career. Most students in this study reported that the support services provided by the college were sufficient and helpful. However, students failed to utilize many of these services until after being enrolled for several semesters, which appeared to have a negative impact on their academic success. Findings from this study also suggest the structure of retention programs for African American males should include more one-on-one mentoring sessions. Several students were uncomfortable expressing their individual struggles in a group environment, so it is important for these programs to put efforts in place to create a strong mentor-mentee relationship that encourages individual attention. Collectively, these efforts could help increase the number of African American males that earn a credential or successfully transfer from the community college.
Book Synopsis Engaging African American Males in Community Colleges by : Ted N. Ingram
Download or read book Engaging African American Males in Community Colleges written by Ted N. Ingram and published by IAP. This book was released on 2018-05-01 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume dedicated to the engagement of African American males in community colleges furthers the research agenda focused on improving the educational outcomes of African American males. The theme engagement also supports the anti-deficit approach to research on African American males developed by renowned research scholars. The true success of African American males in community colleges rests on how well these institutions engage young men into their institutions. This will require community colleges to examine policies, pedagogical strategies, and institutional practices that alienate African American males and fosters a culture of underachievement. The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males. It is our intent that this book will contribute to the growing body of knowledge that exists in this area as well as foster more inquiry into the achievement of African American males. The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.
Book Synopsis The Experiences of First-year African American Males in a Living Learning Community Attending a Historically Black College and University by : Paul Brandon Johnson
Download or read book The Experiences of First-year African American Males in a Living Learning Community Attending a Historically Black College and University written by Paul Brandon Johnson and published by . This book was released on 2016 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this case study was to investigate the experiences of first-year African American males who participated in a Living Learning Community (LLC) while attending a Historically Black College and University (HBCU), to understand how, if at all, the program had any impact on the participants' retention. The conceptual framework for this study was derived from the student integration model (Tinto, 1993). Research was conducted on the campus of a mid-sized HBCU located in the southeastern region of the United States. Over a period of four weeks, data were collected from students participating in the LLC. Data collection methods included 12 in-depth interviews, 12 residence hall observations, 4 classroom observations, and information from reports obtained from the institution. Themes and subject categories from the interviews and observations were determined using a combination of In Vivo (Creswell, 2013; Saldana, 2013) and open coding (Corbin & Strauss, 2007). Findings from the case study showed students in the LLC perceived they experienced and/or received several academic benefits associated with their participation, such as knowledge and use of academic support services including academic advising, tutorial services, and supplemental instruction. The students also perceived they experienced more social connectivity with their fellow LLC members and participated in more social events compared to those not in the LLC. Additionally, the participants commented the program made it easier for them to make friends, which facilitated a smoother transition to college. Students also directly associated their LLC participation with increasing their likelihood of being retained. Based on these findings, a foundation for understanding how LLCs on HBCU campuses can positively impact first-year African American males will be established. The conclusions drawn from the study will advise higher education practitioners on methods to enhance outcomes for African American male students on HBCU campuses using LLC programming."--Abstract from author supplied metadata.
Book Synopsis Perceptions of Race, Status, and Instructional Modality as Predictors of Degree Attainment for African American Male Community College Students by : Roderick C. Lewis (Sr.)
Download or read book Perceptions of Race, Status, and Instructional Modality as Predictors of Degree Attainment for African American Male Community College Students written by Roderick C. Lewis (Sr.) and published by . This book was released on 2022 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the large number of students who begin their college education yet never graduate, it is essential that, as higher education leaders and policymakers develop student success strategies, they consider the persistence and degree attainment dynamics of all populations. This study focuses on the problem of degree attainment from the perspective of male, second-year, African American, community college students. A qualitative narrative case study approach was used to ascertain their perception of race, status attainment, and instructional learning modalities as predictors of degree attainment. Accordingly, those perceptions were then evaluated to determine their utility as predictors of degree attainment. Six students were recruited via electronically distributed flyers and participated in semistructured interviews via Zoom. The research questions focused on these students’ perceptions of learning modalities and additional supports offered at their community college, how status attainment impacted their academic persistence, and what these male, second-year, African American, community college students perceived as institutional barriers to degree attainment. The data were hand-coded and revealed 11 emergent themes. The emergent themes were further analyzed using NVivo, revealing three primary themes categorized as follows: (a) Representation, (b) Support and (c) Race. The findings revealed that in as much as the research participants embraced the challenges within their learning environment, they perceived the need for additional support services, which they felt would contribute to retention and eventual degree attainment. Moreover, the findings also revealed that while the student generally did not experience overt racism, they still perceived institutional barriers to degree attainment grounded in implicitly biased interactions on campus. Accordingly, the perceived biases influenced these students’ perception of status as it relates to a student’s perception of self and how others view him, and also a perception of self within the context of economic and social status. Hence, this study discusses these findings and provides new insights into predictors of academic persistence and degree attainment of African American, male, community college students. Keywords: Achievement gap, community college, degree attainment, first time in college (FTIC), persistence, race
Book Synopsis Narrated Perceptions of Schooling Among African American Male Dropouts at Maxima High School by : Adair Fern White-Johnson
Download or read book Narrated Perceptions of Schooling Among African American Male Dropouts at Maxima High School written by Adair Fern White-Johnson and published by . This book was released on 1996 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-05 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
