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Principals\u27 Perspectives of the Impact of Faculty Engagement, Self-Efficacy, and Resiliency on First-Year African American College Student Retention
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This study examined principals’ perceptions of the impact of faculty engagement, student resiliency, and student self-efficacy on the retention of first-year urban and rural African American college students. The aim of the study was to determine why students from this demographic leave their higher education institutions after the first year. In the United States, about 30% of students, regardless of race or ethnicity, drop out of college after the first year. Further, given 6 years, about 50% of students drop out before obtaining a degree. Researchers have identified African American students as having a high college dropout rate. This qualitative study, with an interpretative phenomenological analysis focus, was viewed through the lens of Pascarella’s theory of faculty engagement, Swail’s theory of geometric persistence and achievement, and Bandura’s theory of self-efficacy. The study results indicated that many first-year college freshmen enter formal education lagging behind academically and despite literacy programs, never catch up. During middle and high school, they engage in coursework that do not match the rigor of college-level work. They are not spending years preparing academically and socially for college. The findings suggested that unless students have taken secondary AP and dual credit courses before enrolling in college, they are not prepared for the rigor demanded in first-year college courses. Limited use of textbooks in some middle and high schools, which are required for college, further impede academic progress. Data collection and analysis revealed 11 themes that identified challenges that African American college students must successfully navigate or receive assistance with to increase their chances of persisting past the first college year. Identifying the reasons for dropouts of each college-going demographic may assist policymakers in developing additional strategies for first-year student retention in higher education
Oral history interview with Dr. Kimberly Anne Hardin
Get PDFAbstract provided by interviewer Donovan Ramirez.
Dr. Kim Hardin attended Abilene Christian University in 2001 and graduated in 2005 with a B.S. Int.Stud:Early Child/Elem. She later received her M.ED. from Lubbock Christian University and her Phd in Educational Psychology from Baylor University. Kim attended ACU, which is a school that is associated with the Church of Christ. In this interview she explains the impact of growing up in a Baptist home and how she was able to make it through college. Kim helps give insight into her time here by sharing the story of her following a boy that she was dating in high school to the school that would later help her find her future husband in the band. Kim allows us to have a first hand listening experience as to what it was like to be a female social club member along with the only drum major leading the ACU “Purple White” band. Many different gender roles are brought to light and Kim helped bring to light some of the flaws that she saw in chapel services, classrooms, social clubs, and even smaller issues amongst students.
This is a primary source of Kim Hardin’s experience at Abilene Christian University that offers some truth to gender roles, expectations, and life as a female in the early 2000’s as well as receiving helpful information for any students that may be struggling to “find a home” at ACU
Restoration Quarterly: Vol. 66, No. 4
Get PDFPDF of the cover of Restoration Quarterly: Vol. 66, No. 2.
This repository hosts selected Restoration Quarterly articles in downloadable PDF format. For the benefit of users who would like to browse the contents of RQ, we have included all issue covers even when full-text articles from that issue are unavailable. All Restoration Quarterly articles are available in full text in the ATLA Religion Database, available through most university and theological libraries or through your local library’s inter-library loan service
Does My Voice Matter? Understanding the Lived Experiences and Turnover Intentions of Professional Academic Advisors
Get PDFAcademic advising has been a vital aspect of the higher education setting for at least a century. Academic advising has evolved from the vocational development of young men to a full-time profession, especially after the creation of the National Academic Advising Association in 1979. Although the academic profession has developed through research, master’s programs, and courses designed to expand the field of academic advising, researchers still question whether full-time academic advising is a profession. Questions regarding the legitimacy of the work of academic advisors have led to miscommunication between upper administrators within the university. Universities have experienced a trend of professional academic advisors leaving the advising field within a few years, with advisors seeing academic advising as a stepping-stone and limited advancement opportunities. This doctoral study used a phenomenological approach that examined the lived experiences of eight full-time professional academic advisors to understand their experiences within the advising field. This study utilized Herzberg’s motivational hygiene factors, which used semistructured interviews that reviewed work, achievement, recognition, responsibility, advancement (motivators), and hygiene factors that focus on company and administrative policies, supervision, salary, interpersonal relations, and working conditions. The participants worked at midsized universities. The study was conducted during the COVID-19 pandemic and, therefore, utilized a videoconferencing tool to conduct the interviews. The lack of salary and advancement opportunities caused some advisors to consider leaving their university or advising field altogether. Other concerns were needing more support from upper administrators and inconsistent relationships with faculty advisors. One positive attribute of this study was that academic advisors had great relationships with their full-time academic advising colleagues and displayed autonomy when constructing their schedules and work environment.
iv Upper administrators should discuss ways to help create career pathways for academic advisors to retain and limit attrition within advising departments. Moreover, upper administrators can provide a space for academic advisors to voice their concerns and have a say in the policies governing their institutions. Keywords: midsize institution, National Academic Advising Association, higher education, vocational development, profession, full-time academic advisin