Title

An Examination of the Generational Differences in Social Capital of Minority Male Community College Students

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Higher Edu and Learning Technology

Date of Award

Fall 2018

Abstract

The educational attainment gap is a concern in colleges and universities throughout the nation. More Whites obtain degrees than Black and Latino students. The problem is more critical with Black and Latino men, who represent an even smaller percentage of students on college campuses. Much of the student engagement research indicated that student engagement is essential for academic success and social engagement is significantly beneficial to low-income, first-generation, and minority students. The purpose of this study was to identify whether there were generational and racial differences in male community college students' social engagement experiences. In this study, the researcher specifically examined the social constructs of student engagement factors of first year, full-time, non-international Black, Latino, and White first-generation and non first-generation male community college students. The researcher used the secondary data from the 2014 cohort of the Community College Survey of Student Engagement (CCSSE) and used the two CCSSE benchmarks: active and collaborative learning and student-faculty interaction to answer the research questions of the study. A two-way analysis of variance (ANOVA) showed no significant differences in social engagement responses for first and non first-generation students for both benchmarks, while significant differences in social engagement experiences were indicated by race. The results also revealed higher rates of social engagement for Black and Latino students than for White students. The findings suggest race is a more significant factor in first year, full-time community college male students' social engagement experiences than generational status and minority males are experiencing higher rates of social engagement than White students. Since the researcher did not examine how social engagement is connected to student academic success, the implications are for community college faculty to make social engagement experiences intentional and for administrators to measure how and if those experiences translate to academic retention, persistence, and success.

Advisor

Mary Jo Dondlinger

Subject Categories

Education | Higher Education

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