ED 161 Leadership through Advocacy and Representation, Johnson 2015-16: Recommended Readings

Snyder, F. J., & Flay, B. R. (2012). Brief Introduction to the Theory of Triadic Influence. Unpublished manuscript, Oregon State University. Retrieved October 13, 2015, from http://people.oregonstate.edu/

Wood, J. L. (2012). Black males in the community college: Using two national datasets to examine academic and social integration. Journal of Black Masculinity, 2(2), 56-88.

From the article Abstract:

The purpose of this study was twofold. First, the study sought to examine the academic and social integration experiences of Black male students in the community college compared to non-Black male students. Second, this study sought to determine the usefulness of academic and social integration in predicting persistence among Black males in the community college.

Hagedorn, L. S., Maxwell, W., & Hampton, P. (2002). Correlates of retention for African-American males In community colleges. Journal of College Student Retention, 3(3), 243-263. Retrieved October 13, 2015, from http://interwork.sdsu.edu/sp/m2c3/wp-content/blogs.dir/2/files/2012/10/Hagedorn-Maxwell-Hampton-2001-02.pdf

Abstract of the article:

The retention rates of African-American men in community colleges are among the lowest of all ethnic groups nationally. This study analyzes organizational data for three cohorts of men in a longitudinal design for three semesters (N = 202), and uses logistic regression to identify the factors that best predict retention. The importance of high school grades, age, number of courses, a positive view of personal skills, clear high goals, and the early identification of a college major appear to be salient for this group and offer implications for practice

Harris, III, F., & Wood, J. L. (2014). Community college student success Inventory (CCSSI) for men of color in community colleges: Content validation summary. Community College Journal of Research and Practice, 38(12). Retrieved October 13, 2015, from http://interwork.sdsu.edu/sp/m2c3/files/2013/11/Harris-Wood-2014b-CCSSI.pdf

Conclusion of the article:

The purpose of this study was to examine the content validity of the CCSSI. SME panelists were provided with statements and asked to rate the relevancy of the statements in addressing the success of historically underrepresented and underserved men in education. Overall, the CCSSI indicated strong content validity.

Guaracha, A. (2014). Life stressors and non-cognitive outcomes in community colleges for Mexican/Mexican American men. Journal of Progressive Policy & Practice, 2(2). Retrieved October 13, 2015, from https://interwork.sdsu.edu/sp/m2c3/files/2012/10/Life-Stressors.pdf

From the article "Discussion & Recommendations":

Proactively creating a positive environment for students, especially men of color can be achieved through proactive outreach, resource centers, student groups, and special events. Positive images of accomplished Mexican-American male alumni showcased around campuses might also help students connect their current goals and dreams to academic success, hence supporting degree utility. Community colleges can further assist students through curriculum and support services. For example, personal development courses can help students employ positive coping strategies that increase students’ ability to effectively manage their stressors (Wirth & Padilla, 2010), thus limiting the psychological and physical effects of stress. This is important as two year students are more likely to manage multiple responsibilities (e.g., student, employee, care takers) that compete for their time (Giancola, Grawitch, & Borchert, 2009). Additionally, college counselors can play a critical role in helping students facilitate decisions that have long-term benefits for students in crisis, as opposed to decisions that may be only sensible in the interim. 

These high impact interventions could serve as mechanisms for positive non-cognitive outcomes. As this study has found, Mexican-American men who perceive a sense of control over their stressors can minimize the negative effects of stress, and strengthen their locus of control and degree utility. This can hopefully increase the academic performance for men of color, and lead to the completion of their educational goals.

Coles, Ann. "The Role of Mentoring in College Access and Success." Research to Practice Brief, 2011. Accessed November 30, 2015. http://www.wsac.wa.gov/sites/default/files/2014.ptw.(31).pdf.

Savitz-Romer, Mandy, Joie Jager-Hyman, and Ann Coles. "Removing Roadblocks to Rigor: Linking Academic and Social Supports to Ensure College Readiness and Success." Pathways to College Network, Institute for Higher Education Policy, April 2009. 

Turkle, Sharry. "Connected, but Alone?" TED2012, Feb. 2012.

Turkle, Sherry. "Talk to Me: How to Teach in an Age of Distraction." The Chronicle of Higher Education. Oct 2, 2015. Accessed November 30, 2015. http://chronicle.com/article/How-to-Teach-in-an-Age-of/233515

Bush, E. C., & Bush, L. (2010). Calling out the elephant: An examination of African American male achievement in community colleges. Journal of African American Males in Education, 1(1), 40-62.

Conclusion:

The following is a list of proposed recommendations for community colleges policy and decision makers on practices that would lead to the greater success of African American men.

1. Develop programs that directly target African American male students.
2. Establish formal mentorship programs between faculty members and African American males.
3. Develop an orientation program designed to target the needs and concerns of African American males.
4. Employ African American faculty, counselors, and staff or others who are interested in the success of African American male students.
5. Establish African American male learning communities and cohorts.
6. Encourage faculty members to include in their coursework the significant contributions made by Africans to humanity in all areas of academic disciplines.
7. Create campus activities that engage African American males in the school culture.
8. Institutionalize a peer program pairing African American male second and third year students with incoming first-time freshmen. (p. 58)

Bauer, K. (2014). Black male community college students and faculty-student engagement: Differences in faculty validation and time status. Journal of Progressive Policy & Practice, 2(2). Retrieved October 13, 2015, from http://caarpweb.com/wp-content/uploads/2014/09/3.pdf

Abstract of the article:

The purpose of this study was to examine whether or not there were differences in faculty student engagement for Black male students experiencing validation by faculty, time status and the interaction of these factors. Drawing upon data from the CCSM© , this study delimited to a select sub-sample of 289 urban Black men attending community colleges. Data in this study were analyzed using two-way (3X2) factorial analysis of variance (Factorial ANOVA). Findings of this study indicated that full time Black male students were not more likely to engage with faculty than part time students. This study expands on the previous research because it looks at different types of faculty validation and how that can affect levels of faculty student engagement.

Flowers, L. (2006). Effects of attending a 2-year institution on African American males' academic and social integration in the first year of college. Teachers College Record, 108(2). Retrieved October 13, 2015, from http://interwork.sdsu.edu/sp/m2c3/wp-content/blogs.dir/2/files/2012/10/Flowers-2006.pdf

Abstract of the article:

This study explored the impact of attending a 2-year (vs. a 4-year) institution on African American male students’ academic and social integration experiences in the first year of college. Descriptive and multivariate analyses of the 1996/1998 Beginning Postsecondary Students Longitudinal Study showed that African American males attending 4-year institutions were more likely to report higher levels of academic and social integration in the first year of college. These findings suggest that student affairs professionals at 2-year institutions should seek to develop appropriate interventions to ensure that African American males are engaging in academic and social integration experiences during their first year of college.

Alvarez, R. D. (2014). Men of color in STEM in the community college from a non-cognitive perspective: An analysis of the effect of race and generational status. Journal of Progressive Policy & Practice, 2(2). Retrieved October 13, 2015, from http://caarpweb.com/wp-content/uploads/2014/09/Article-5-FINALrev.pdf

From the article "Implications & Conclusions"

In closing, the national focus on developing a skilled STEM workforce has precipitated an urgency for engaging, educating and graduating underrepresented minorities, especially men of color, via a STEM educational pipeline. This study has provided a non-cognitive lens for understanding the educational experiences of Black and Latino men in STEM in community colleges. The insight gained from this study is essential to the informed decision making that is necessary for providing effective and equitable educational opportunities for an increasingly diverse citizenry.

Harris, III, F., & Wood, J. L. (2013). Student success for men of color in community colleges: A Review of published literature and research, 1998-2012. Journal of Diversity in Higher Education, 6(3). Retrieved October 13, 2015, from http://interwork.sdsu.edu/sp/m2c3/wp-content/blogs.dir/2/files/2012/10/Harris-and-Wood-2013.pdf

Abstract of article:

A substantial body of scholarship on men of color in postsecondary education has emerged since the late 1990s. Yet, only recently have scholars begun to pursue empirical insights about the status of men of color who attend community colleges. In an effort to inform future research, this article reviews the published scholarship on student success for men of color in community colleges. The 5 domains of African American male student success in community colleges proposed by Wood and Harris (2012) served as a conceptual framework for reviewing and discussing the published scholarship. Following the review of scholarship, knowledge gaps and implications for future research on men of color in community colleges are offered.