Page 1 |
Save page Remove page | Previous | 1 of 185 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
THE IMPACT OF LEARNING COMMUNITIES ON THE RETENTION AND
ACADEMIC INTEGRATION OF AFRICAN AMERICAN STUDENTS AT A
HIGHLY SELECTIVE FOUR-YEAR PRIVATE INSTITUTION
by
Deejay Rafael Santiago
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements of the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Deejay Rafael Santiago
Object Description
| Title | The impact of learning communities on the retention and academic integration of African American students at a highly selective four-year private institution |
| Author | Santiago, Deejay Rafael |
| Author email | drsantia@usc.edu; deejayrs@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-05-05 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-08-01 |
| Advisor (committee chair) | West, Kimberly D. |
| Advisor (committee member) |
Hunt, Felicia Jun, Alexander |
| Abstract | Thirty years of research have been committed to investigating the African American student experience in higher education. Colleges have made efforts in the last decade to create campus climates that are diverse and reflective of the overall population. While retention has been an area of concern for institutions of higher education over the last four decades, efforts were recently broadened to include students of color. As a result, universities implemented learning communities in an effort to increase retention rates. Despite these efforts, African American students report being the least satisfied with their college experience and also report one of the lowest persistence rates amongst all ethnic and racial groups. Although extensive literature exists supporting the positive impact learning communities have on students academically, and their influence on student persistence, more research needs to focus on the impact learning communities have on African American student retention.; The objective of this investigation was to identify the impact of learning communities on the academic integration and retention of African American students enrolled in a learning community during their freshman year. The results from the study concluded that the learning communities helped African American students establish a network, feel more welcomed, and allowed them to integrate academically. The findings also suggested that the learning communities influenced their decision to persist through the support systems they formed, during their freshman year. The results from the study indicated that students would have re-enrolled in a learning community again if given the opportunity. |
| Keyword | retention; African-American students; learning communities |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1503 |
| Contributing entity | University of Southern California |
| Rights | Santiago, Deejay Rafael |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-Santiago-2277 |
| Archival file | uscthesesreloadpub_Volume14/etd-Santiago-2277.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | THE IMPACT OF LEARNING COMMUNITIES ON THE RETENTION AND ACADEMIC INTEGRATION OF AFRICAN AMERICAN STUDENTS AT A HIGHLY SELECTIVE FOUR-YEAR PRIVATE INSTITUTION by Deejay Rafael Santiago A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements of the Degree DOCTOR OF EDUCATION August 2008 Copyright 2008 Deejay Rafael Santiago |
