This study examines relationships of African-American high school equivalency (HSE) students' sense of belonging to their peers, faculty, and community college environment. A sense of belonging is an important factor in understanding students’ internal and external motivations, perceptions, desires, and academic successes. For many African-American HSE students, community colleges are the pathways chosen to enhance their skills for a better education, potential income increase, and possible advancement in the workforce. A sense of belonging, socioeconomic desires, and cultural influences can promote adult learners’ return to the classroom in pursuit of a high school diploma. The purpose of this study was to examine and gain in-sight on a sense of belonging, educational attainment, and gender gaps of African-American high school equivalency female and male students’ experiences in quest of a higher education. This mixed-method research study recorded students’ shared experiences and insight in regards to a sense of belonging; as a result, the findings from this study have implications to change policy, curriculum, and program structure. The significance of this study was to make a contribution to the knowledge on African-American students’ sense of belonging with peers, faculty, and the community college environment.
|Commitee:||Fulmer, Deryl, Staat, Darrel|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 79/07(E), Dissertation Abstracts International|
|Subjects:||Community college education, African American Studies, Educational sociology, Adult education, Secondary education|
|Keywords:||African-American, Community college, Community college environment, Faculty, High school equivalency, Internal and external motivations, Peer, Sense of belonging|
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