Enhancing Minority Student Retention and Academic Performance : What We Can Learn from Program Evaluations

by Fleming, Jacqueline

• ISBN13: 9780787957131
• ISBN10: 0787957135
• Format: Hardcover
• Copyright: 2012-04-24
• Publisher: Jossey-Bass

Summary

In this important resource, Dr. Fleming (a noted expert in the field of minority retention) draws on educational evaluations she has developed in the course of her distinguished career. This book analyzes the common factors and the role institutional characteristics play in minority student retention to show what really works in increasing academic performance among minority students and includes models of evaluations that describe successful programs that use statistical methods to verify outcomes.

Author Biography

Jacqueline Fleming is an internationally known psychologist, scholar, and researcher in the area of minority student retention and achievement. She has served in a number of positions at historically black Texas Southern University in Houston, Texas, including visiting associate professor of psychology, associate professor of education, learning specialist, retention officer, associate director of Student Success Services, and director of the General University Academic Center. She is the award-winning author of Blacks in College, from Jossey-Bass.

Table of Contents

Preface	p. ix
About the Author	p. xiii
Overview	p. 1
Setting the Stage: As They Enter Higher Education	p. 15
Success Factors in the Academic Performance of Inner-City Youth: Project Forward Leap	p. 17
How Perceptions of Racial Climate Affect Academic Adjustment and Learning	p. 34
Programs in Math, Science, and Engineering	p. 49
What Successful Students in Science Know About Learning: Gateway to Higher Education	p. 51
Problem Solving, Critical Thinking, and Academic Performance: Summer Bridge for Entering Minority Engineering Students at California State University at Northridge	p. 62
Retaining Students in Engineering at the City College of New York: How a Successful Program Works	p. 74
Enhancing Learning in Science Programs at the City College of New York	p. 86
Preparing Minority Students to Compete at the Cutting Edge: The CCNY CREST Center	p. 102
Who Will Do Math, Science, Engineering, and Technology? Academic Achievement Among Minority Students in Seventeen Institutions	p. 120
Doubling the Number of Minority Students in Science, Engineering, and Math: The Xavier University of Louisiana Alliance for Minority Participation	p. 135
Programs at Minority-Serving Universities	p. 155
The 4th Hour Algebra Project: University of Texas, Pan American	p. 157
Why Good Students Drop Out: Retention and Performance of Honors Students at Texas Southern University	p. 170
When Underprepared Students Stay in College: The Fast Track Program at Texas Southern University	p. 184
Problem-Solving Instruction: How Much Is Enough to Increase Verbal and Analytical Skills in Minority Students?	p. 201
Does Multicultural Content Make a Difference in the Reading Comprehension Performance of African American Students? Project GRAD at Texas Southern University	p. 219
Multicultural Content and the Mathematics Performance of African American Students at Texas Southern University	p. 233
Conclusion	p. 245
Enhancing the Performance of Minorities: Lessons from Program Evaluation	p. 247
Appendices
Project Forward Leap-Methodological Details	p. 281
The Racial Climate at Eastern University-Interview Questions	p. 285
Gateway to Higher Education-Methodological Details	p. 287
Summer Bridge for Entering Minority Engineering Students at California State University at Northridge- Methodological Details	p. 292
Retaining Students in Engineering at the City College of New York-Methodological Details	p. 295
Science Programs at the City College of New York-Methodological Details	p. 300
The CCNY CREST Center-Methodological Details	p. 305
Who Will Do Math, Science, Engineering, and Technology?-Methodological Details	p. 307
The Xavier University of Louisiana Alliance for Minority Participation-Methodological Details	p. 311
The 4th Hour Algebra Project-Methodological Details	p. 313
Retention and Performance of Honors Students at Texas Southern University-Methodological Details	p. 316
The Fast Track Program at Texas Southern University-Methodological Details	p. 319
Problem-Solving Instruction-Methodological Details	p. 323
Does Multicultural Content Make a Difference in the Reading Comprehension Performance of African American Students?-Methodological Details	p. 329
Multicultural Content and the Mathematics Performance of African American Students at Texas Southern University-Methodological Details	p. 333
References	p. 339
Subject Index	p. 371
Name Index	p. 377
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