This study examined the relationship between the academic satisfaction and social satisfaction among African American male students attending a community college in the state of Mississippi and their willingness to enroll if they had it to do over again. This study utilized a quantitative, Spearman correlation research design using existing data. The community college studied annually administers the Student Satisfaction Inventory (SSI), a product of Noel-Levitz, and provided the responses to the researcher. There were 405 students who participated in the survey for the year studied. Out of 405 students, 34 students identified as African American and male. The survey included 113 questions; there were 15 academic and 13 social satisfaction questions utilized for this study. Answers were given based on a 7-point Likert scale. Results from this study showed a significant relationship between academic satisfaction and social satisfaction as a predictor to African American males enrolling at this particular institution if they had it to do over again. This study enhances the ability for institutional administrators at this community college as well as other institutions of higher learning to make the best possible decision when implementing policies and procedures, based on the current enrolled student population.

College student satisfaction is a concept that has become more prevalent in higher education research journals. Little attention has been given to the psychometric properties of previous instrumentation, and few studies have investigated the structure of current satisfaction instrumentation. This dissertation: (a) investigated the tenability of the theoretical dimensional structure of the Noel-Levitz Student Satisfaction Inventory™ (SSI), (b) investigated an alternative factor structure using explanatory factor analyses (EFA), and (c) used multiple-group CFA procedures to determine whether an alternative SSI factor structure would be invariant for three demographic variables: gender (men/women), race/ethnicity (Caucasian/Other), and undergraduate classification level (lower level/upper level). For this study, there was little evidence for the multidimensional structure of the SSI. A single factor, termed General Satisfaction with College, was the lone unidimensional construct that emerged from the iterative CFA and EFA procedures. A revised 20-item model was developed, and a series of multigroup CFAs were used to detect measurement invariance for three variables: student gender, race/ethnicity, and class level. No measurement invariance was noted for the revised 20-item model. Results for the invariance tests indicated equivalence across the comparison groups for (a) the number of factors, (b) the pattern of indicator-factor loadings, (c) the factor loadings, and (d) the item error variances. Because little attention has been given to the psychometric properties of the satisfaction instrumentation, it is recommended that further research continue on the SSI and any additional instrumentation developed to measure student satisfaction. It is possible that invariance issues may explain a portion of the inconsistent findings noted in the review of literature. Although measurement analyses are a time-consuming process, they are essential for understanding the psychometrics characterized by a set of scores obtained from a survey, or any other form of assessment instrument.