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Using a Leadership and Civic Engagement Course to Address the Retention of African American Males

Cunningham, Patricia Frances Rene

Abstract Details

2011, Doctor of Philosophy, Ohio State University, EDU Policy and Leadership.
Since the 1970’s retention has been one of the most contested issues in higher education; scholars disagree about whether it is a structural, policy, or student life problem. African American males continue to be at the bottom of matriculation, achievement, and graduation rates. Universities have tried a variety of retention methods, mostly concentrating on non-classroom issues. A review of the history of curriculum demonstrates that there is no precedent for incorporating non-cognitive (student life) and cognitive (academic) spheres of the university. A review of the literature on retention in general suggests the need for a more specific approach that takes into account the intersectionality of race, masculinity, and popular culture to better understand the conditions that underlie retention problems for African American men. The centerpiece of the dissertation is the design of a course that integrates academic and student life issues and that is designed specifically for African American male students at Predominantly White Institutions. Materials produced by the students as well as the course itself were evaluated using discourse analysis to assess whether and how this curriculum equipped students with the skills and persistence needed to negotiate university culture. In addition, quantitative reports on retention are included. The research demonstrated that a flexible classroom design can address the complicated issues faced by marginalized students on college campuses. In particular, the course provided evidence of the importance of developing community for marginalized students. Classroom supported student communities mitigate against the isolation students face when they believe they are the only ones experiencing difficulties, whether in the classroom or as part of campus life. The findings incorporate the need for sustainability beyond the classroom as well. Finally, the dissertation argues for using leadership as a framework for such classrooms because it cuts across academic disciplines and provides skills that will be useful for the students in their careers. A detailed description of the class, the syllabus, the assignments, interactions, and discussions is included so that the materials can be replicated for other universities interested in new retention models.
Beverly Gordon, PhD (Committee Chair)
Herb Asher, PhD (Committee Member)
Amy Shuman, PhD (Committee Member)
255 p.

Recommended Citations

Citations

  • Cunningham, P. F. R. (2011). Using a Leadership and Civic Engagement Course to Address the Retention of African American Males [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316382313

    APA Style (7th edition)

  • Cunningham, Patricia. Using a Leadership and Civic Engagement Course to Address the Retention of African American Males. 2011. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1316382313.

    MLA Style (8th edition)

  • Cunningham, Patricia. "Using a Leadership and Civic Engagement Course to Address the Retention of African American Males." Doctoral dissertation, Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316382313

    Chicago Manual of Style (17th edition)