Student engagement experiences of African American males at a California community college

UnrestrictedThis dissertation shows the results of an investigation into the engagement experiences of African American males in a California Community College. In an effort to illuminate such experiences, a phenomenological investigation into the experiences of African American male students in engaging in educationally purposeful activities on a community college campus was conducted, with extensive interviews of 12 participants. Research questions asked about the students’ experiences regarding their use of time on campus outside of class, faculty interaction, peer interaction, campus involvement and utilization of institutional resources - constructs identified from previous research in Student Engagement theory. Results of the investigation showed consistency of experience in seven distinct areas.; First, having a clear educational goal and an identified path in which to achieve it allows students to stay focused and helps to relieve stress and anxiety. Second, students’ notion of independence determines whether or not they take the initiative to seek assistance on campus. Third, some students welcome peer interactions, while others perceive these interactions as being distractions, avoiding them altogether. Fourth, students are engaged by faculty who genuinely care and have a passion for teaching. Fifth, students prefer faculty who teach to accommodate various learning styles. Sixth, time and financial constraints are real barriers to student engagement; and seventh, a welcoming, open campus environment promotes greater student satisfaction and enhances student engagement.; These results suggest that community colleges have a responsibility to enhance the student engagement experiences of African American males to increase their academic success. Specific suggestions to achieve this goal include: Ensure that students have an educational goal and a clear path in which to achieve it, structure peer groups that are academically focused, ensure students understand seeking assistance is normal and expected, develop a culture of success for African American males, and do the necessary work to understand and validate students’ experiences