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Closing The Gap In Higher Education: African American Male College Students Perceptions Of Advising At A Two Year College

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Closing The Gap In Higher Education: African American Male College Students Perceptions Of Advising At A Two Year College

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dc.contributor.author Aaron, Terry L. en_US
dc.date.accessioned 2011-07-14T20:48:22Z
dc.date.available 2011-07-14T20:48:22Z
dc.date.issued 2011-07-14
dc.date.submitted January 2011 en_US
dc.identifier.other DISS-11109 en_US
dc.identifier.uri http://hdl.handle.net/10106/5651
dc.description.abstract The attrition of minority students is fast becoming a salient issue in higher education. Academic advising has long been viewed as a determinant of participation, persistence and success. Persistence focuses on retention. Participation and success are two objectives of the Texas Higher Education Coordinating Board's initiative "Closing the Gap." This study used quantitative and qualitative methods to examine African American male college students' (AAMCSs) perceptions of advising center practices, advisor practices and affinity factors and their influence on participation and persistence. Data collected from a sample of 225 AAMCSs was analyzed to determine if academic advising was indeed a tool that facilitates participation and persistence. The findings suggest that there is a significant relationship between AAMCSs perceptions of advising center practices, advisor practices and affinity factors (family, peer, and social connections). en_US
dc.description.sponsorship Wyman, Sherman en_US
dc.language.iso en en_US
dc.publisher Urban & Public Affairs en_US
dc.title Closing The Gap In Higher Education: African American Male College Students Perceptions Of Advising At A Two Year College en_US
dc.type Ph.D. en_US
dc.contributor.committeeChair Wyman, Sherman en_US
dc.degree.department Urban & Public Affairs en_US
dc.degree.discipline Urban & Public Affairs en_US
dc.degree.grantor University of Texas at Arlington en_US
dc.degree.level doctoral en_US
dc.degree.name Ph.D. en_US

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