Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2008 Dissertations (MU)
    • 2008 MU dissertations - Freely available online
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2008 Dissertations (MU)
    • 2008 MU dissertations - Freely available online
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    A study of why a select group of African American students persisted to baccalaureate attainment

    Pavlick, Donna L.
    View/Open
    [PDF] public.pdf (1.928Kb)
    [PDF] short.pdf (32.82Kb)
    [PDF] research.pdf (1.293Mb)
    Date
    2008
    Format
    Thesis
    Metadata
    [+] Show full item record
    Abstract
    Based on Tinto's (1993) theory of student departure, this dissertation presents the findings of original research into the factors that influenced the baccalaureate degree attainment of a group of African American Council on Legal Education Opportunity (CLEO) students. Several members of this group of participants were surveyed and interviewed to determine why they, unlike many other traditional-aged African American students at predominantly white colleges and universities, persisted to baccalaureate degree attainment. The survey and interview questions used in this study were constructed using factors that Tinto (1993) and other researchers identified as influencing persistence. The research results indicated that these participants attributed their enrollment and persistence to degree attainment primarily to the encouragement and support of their parents. The influence provided by faculty as parental surrogates was a secondary source of encouragement. The results of this study support the prior research regarding the important role parents and faculty play in academic engagement and degree attainment but draw into question the benefits of peer interaction and institutional behaviors on baccalaureate degree attainment for these African American students..
    URI
    https://hdl.handle.net/10355/7109
    https://doi.org/10.32469/10355/7109
    Degree
    Ph. D.
    Thesis Department
    Educational leadership and policy analysis (MU)
    Rights
    OpenAccess.
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • Educational Leadership and Policy Analysis electronic theses and dissertations (MU)
    • 2008 MU dissertations - Freely available online

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems