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Perception of African American male college students' satisfaction with academic advising services and their intent to remain enrolled in school

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dc.contributor.authorThompson, Allen A., author
dc.contributor.authorGloeckner, Gene W., advisor
dc.date.accessioned2024-03-13T20:28:00Z
dc.date.available2024-03-13T20:28:00Z
dc.date.issued2008
dc.description.abstractThe 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.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Thompson_2008_3346435.pdf
dc.identifier.urihttps://hdl.handle.net/10217/237985
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectacademic advising
dc.subjectAfrican-American
dc.subjectcollege
dc.subjectcollege students
dc.subjecteducation
dc.subjectmale
dc.subjectretention
dc.subjectsatisfaction
dc.subjectblack studies
dc.subjectschool counseling
dc.subjectethnic studies
dc.subjecthigher education
dc.subjectperceptions
dc.subjectAfrican Americans
dc.subjectcollege students
dc.subjectacademic achievement
dc.titlePerception of African American male college students' satisfaction with academic advising services and their intent to remain enrolled in school
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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