Necessary Components for Evaluating Minority Retention Programs

Abstract

❖The Necessary Components Retention Program Assessment model provides a conceptual foundation for assessing factors that contribute to minority student persistence at predominantly White institutions. The six components of this model were used to assess differences between student participants and nonparticipants in a minority retention program geared toward African American students. The sample included 97 students-72 females and 25 males. Study results indicated that the model explained differences between program participants and nonparticipants. Leadership Opportunities contributed most to these differences, followed by Worth and Competence, Social Integration, and Ethnic and Peer Attachment. These results provide a framework for further exploration of the relationship between students' college experiences and persistence.Many colleges and universities have sought to enhance the retention of minority students via cultural identity development and peer support programs. While many such programs reported positive effects on student persistence (Griffin, 1991), few have been systematically evaluated.

Relationships matter: Supporting Aboriginal graduate students in British Columbia, Canada

“…While the literature pertaining specifically to Aboriginal graduate student experiences is developing (e.g., doctoral works of J. V. Martin, 2001;Shotton, 2008), the experiences of other marginalized groups, such as African American and Latino/Latina peoples (e.g., Castellanos, Gloria, & Kamimura, 2005;Harper, et al, 2009;Ibarra, 1996;Seidman, 2007;Taylor & Miller, 2002;Vaquera, 2008;Walters, 1997), provide insight to experiences similar to those of Aboriginal students. For example, all three groups have encountered specific institutional and systemic barriers in accessing education.…”

The Importance of Drawing Meaningful Conclusions from Data: A Review of the Literature with Meta-Analytic Inquiry

“…For an article that uses power, see Schuh & Shelley, 2001. Finally, for articles that describe effect sizes, see Mohr & Sedlacek, 2000;Pascarella, Flowers, & Whitt, 2001;Reason, Walker, & Robinson, 2002;Taylor & Miller, 2002;VanZile-Tamsen, 2001;and Walker, 2001.…”

Using Photovoice to Uncover Campus Issues and Advocate Change for Black Males

“…Use of the NCRPA theoretical framework was valuable for interpreting student photographs and captions and provided a useful structure for decision makers to understand the concerns expressed (Taylor & Miller, 2002). While a number of recommendations emerged from this campus intervention, a few specific illustrations demonstrate the utility of the method for motivating action within a campus environment.…”