African American males in higher education: A descriptive/qualitative analysis

An Examination of Academic Nonpersistence Decisions of Latino Undergraduates

“…All students encounter stressors as they adjust to college; however, REM students experience additional stressors beyond those of other students (Smedley, Myers, & Harrell, 1993). Latina/o student stress research has focused on student adjustment to the university environment, finances, academics (Hernandez, 2000), prejudice (Hall & Rowan, 2001), acculturation (N. Rodriguez, Myers, Morris, & Cardoza, 2000), minority status (Smedley et al, 1993), and gender/cultural expectations (Niemann, Romero, & Arbona, 2000). Latina/o students experience greater financial-related stress as compared to White students (Quintana, Vogel, & Ybarra, 1991), a stressor that is a major contributor to Latina/o dropout (Hernandez, 2000) and warrants further investigation.…”

African American Faculty and Student-Oriented Challenges: Transforming the Student Culture in Higher Education from Multiple Perspectives

“…This would communicate an active commitment to the expressed value of diversity consciousness. Also, the involvement of faculty members who are African American in policy decisions and evaluations is critical (Hall & Rowan, 2000). Encouraging participation of African American faculty decreases their feelings of marginality and enhances the likelihood of creating successful and beneficial policies and procedures.…”

“…Higher education is charged with the dual mission of promoting the development of innate human potential and of ensuring the evolution of civilization (Hall & Rowan, 2000). It provides a conduit for diminishing social divisions among individuals and groups, and yet, it has not successfully forged bridges within its own context in relation to race.…”

Learning from the stories of successful undergraduate Latina/Latino students: the importance of mentoring

“…Reoccurring topics were identified via word frequency patterns. This process enabled the data to introduce evidence rather than require the principal investigator to search for a predetermined rationale (Hall & Rowan, 2001). The raw data provided by the students' stories were categorized and subcategorized under the pre-established main categories of the study.…”