<p> This study examines relationships of African-American high school equivalency (HSE) students' sense of belonging to their peers, faculty, and community college environment. A sense of belonging is an important factor in understanding students’ internal and external motivations, perceptions, desires, and academic successes. For many African-American HSE students, community colleges are the pathways chosen to enhance their skills for a better education, potential income increase, and possible advancement in the workforce. A sense of belonging, socioeconomic desires, and cultural influences can promote adult learners’ return to the classroom in pursuit of a high school diploma. The purpose of this study was to examine and gain in-sight on a sense of belonging, educational attainment, and gender gaps of African-American high school equivalency female and male students’ experiences in quest of a higher education. This mixed-method research study recorded students’ shared experiences and insight in regards to a sense of belonging; as a result, the findings from this study have implications to change policy, curriculum, and program structure. The significance of this study was to make a contribution to the knowledge on African-American students’ sense of belonging with peers, faculty, and the community college environment. </p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10643012 |
| Date | 28 March 2018 |
| Creators | Hodges, Orlice Clayton |
| Publisher | Wingate University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0201 seconds