Despite increasing numbers of African American females entering higher education, numbers of graduates from this population continue to decline. Community colleges serve a large number of African American female students and a high percentage of low income, academically underprepared, nontraditional, and minority students, who historically have low graduation rates. Institutions struggle to find ways to increase retention and graduation rates and must evaluate the support programs on their campuses. The purpose of this qualitative research study was to explore academic advisement experiences of African American female single-parent transfer students and the meaning they ascribed to those experiences at a large community college in a Southeastern state. Ten African American female single-parent transfer students contributed to semistructured interviews regarding their experiences and the factors that influenced their persistence to complete a degree program and transfer to a four-year institution. Findings from the interviews revealed four common themes: (a) participation and frequency of advising services, (b) motivation, (c) equity of services, and (d) advisor affirmation. An analysis of the data comprehensively revealed that academic advising is an important support structure for nontraditional African American female single-parent transfer students and allows them to meet their educational goal of transferring to a four-year institution.
|Commitee:||Jacobs, Howard, McNeil, Teronda|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 81/4(E), Dissertation Abstracts International|
|Subjects:||Adult education, Educational evaluation, Higher education|
|Keywords:||Academic advising, African American, Female, Nontraditional, Parents, Policy|
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