Perception of African American male college students' satisfaction with academic advising services and their intent to remain enrolled in school
Date
2008
Authors
Thompson, Allen A., author
Gloeckner, Gene W., advisor
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Abstract
The purpose of this study was to examine how academic advising services impact African American male undergraduate college students' rate of retention and the students' level of satisfaction. The sample included 48 undergraduate African American male college students attending one of two public universities in Norfolk, VA: Norfolk State University or Old Dominion University. Participants in the research study completed the Academic Advising Inventory (AAI). Pearson correlation statistics determined relationships of students' satisfaction with academic advising and both the number of advising sessions attended and amount of time in sessions. Nonsignificant negative relationships were found. Independent t-tests found no difference in students' satisfaction with academic advising based on individual or group academic advising, class standing, or type of academic advising (prescriptive versus developmental) received. An additional Independent t-test found no difference in students' grade point average based on type of academic advising received. Two by two factorial ANOVAs examined relationships between students' satisfaction with academic advising with their experienced academic advising type, first generation designation, class standing, and whether or not they were advised alone or in a group. Results indicated students' satisfaction is unrelated to experienced academic advising type, first generation designation, class standing, and whether or not they were advised alone or in a group. Additional 2x2 factorial ANOVAs examined relationships between students' grade point average with experienced academic advising type, first generation designation, class standing, and whether or not they were advised alone or in a group. Results indicated students' grade point average was unrelated to experienced academic advising type, first generation designation, class standing, and whether or not they were advised alone or in a group. Multiple regression statistics examined students' satisfaction with academic advising. Results indicated no combination of variables studied: grade point average, academic advising type, class standing, first generation designation, and amount of time in sessions predicted students' satisfaction.
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Subject
academic advising
African-American
college
college students
education
male
retention
satisfaction
black studies
school counseling