Black Men’s Perceptions of Sense of Belonging with Faculty Members in Community Colleges
The purpose of this study was to examine factors contributing to Black male students’ sense of belonging with faculty members. Data from this study were derived from the Fall 2013 administration of the Community College Survey of Men (CCSM) and was analyzed using hierarchical linear regression. Find...
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| Veröffentlicht in: | The Journal of Negro education 2015, Vol.84 (4), p.564-577 |
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| container_title | The Journal of Negro education |
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| creator | Newman, Christopher B Wood, J. Luke III, Frank Harris |
| description | The purpose of this study was to examine factors contributing to Black male students’ sense of belonging with faculty members. Data from this study were derived from the Fall 2013 administration of the Community College Survey of Men (CCSM) and was analyzed using hierarchical linear regression. Findings from this study indicate that, after controlling for relevant extraneous variables, perceived racial-gender stereotypes held by faculty members, faculty validation, and faculty student engagement are significant predictors of respondents’ perceptions of belonging with faculty members. Additionally, masculine identity (e.g., school as a feminine domain, breadwinner orientation and competitive ethos) moderated the effects of the perceptions of belonging with faculty members. Implications for policy, practice, and future research are provided. |
| doi_str_mv | 10.7709/jnegroeducation.84.4.0564 |
| format | Article |
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Luke ; III, Frank Harris</creator><creatorcontrib>Newman, Christopher B ; Wood, J. Luke ; III, Frank Harris</creatorcontrib><description>The purpose of this study was to examine factors contributing to Black male students’ sense of belonging with faculty members. Data from this study were derived from the Fall 2013 administration of the Community College Survey of Men (CCSM) and was analyzed using hierarchical linear regression. Findings from this study indicate that, after controlling for relevant extraneous variables, perceived racial-gender stereotypes held by faculty members, faculty validation, and faculty student engagement are significant predictors of respondents’ perceptions of belonging with faculty members. Additionally, masculine identity (e.g., school as a feminine domain, breadwinner orientation and competitive ethos) moderated the effects of the perceptions of belonging with faculty members. Implications for policy, practice, and future research are provided.</description><identifier>ISSN: 0022-2984</identifier><identifier>EISSN: 2167-6437</identifier><identifier>DOI: 10.7709/jnegroeducation.84.4.0564</identifier><identifier>CODEN: JNEEAK</identifier><language>eng</language><publisher>Washington: The Journal of Negro Education</publisher><subject>African American Students ; African Americans ; Black college students ; Black colleges ; Black communities ; College campuses ; College Faculty ; College Students ; Colleges ; Community College Students ; Community Colleges ; Cultural identity ; Ethnic Stereotypes ; Gender ; Gender roles ; Higher education ; Historically Black Colleges & Universities ; Learner Engagement ; Males ; Masculinity ; Men ; Perceptions ; Predictor Variables ; Predominantly White Institutions ; Racial Factors ; Racial Identification ; Racism ; Respondents ; School boards ; School environment ; Sensory perception ; Sex Stereotypes ; Stereotypes ; Student attitudes ; Student School Relationship ; Students ; Studies ; Success ; Teacher Attitudes ; Teacher Student Relationship ; Two Year College Students</subject><ispartof>The Journal of Negro education, 2015, Vol.84 (4), p.564-577</ispartof><rights>The Journal of Negro Education</rights><rights>Copyright © Journal of Negro Education</rights><rights>Copyright Howard University, School of Divinity Fall 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c318t-8e497635c18a8ac7b377de1cf12a08aed554db6b46fee3a526e3c3e22e7889d03</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,799,4010,27321,27900,27901,27902,33751</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1216067$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Newman, Christopher B</creatorcontrib><creatorcontrib>Wood, J. Luke</creatorcontrib><creatorcontrib>III, Frank Harris</creatorcontrib><title>Black Men’s Perceptions of Sense of Belonging with Faculty Members in Community Colleges</title><title>The Journal of Negro education</title><description>The purpose of this study was to examine factors contributing to Black male students’ sense of belonging with faculty members. Data from this study were derived from the Fall 2013 administration of the Community College Survey of Men (CCSM) and was analyzed using hierarchical linear regression. Findings from this study indicate that, after controlling for relevant extraneous variables, perceived racial-gender stereotypes held by faculty members, faculty validation, and faculty student engagement are significant predictors of respondents’ perceptions of belonging with faculty members. Additionally, masculine identity (e.g., school as a feminine domain, breadwinner orientation and competitive ethos) moderated the effects of the perceptions of belonging with faculty members. Implications for policy, practice, and future research are provided.</description><subject>African American Students</subject><subject>African Americans</subject><subject>Black college students</subject><subject>Black colleges</subject><subject>Black communities</subject><subject>College campuses</subject><subject>College Faculty</subject><subject>College Students</subject><subject>Colleges</subject><subject>Community College Students</subject><subject>Community Colleges</subject><subject>Cultural identity</subject><subject>Ethnic Stereotypes</subject><subject>Gender</subject><subject>Gender roles</subject><subject>Higher education</subject><subject>Historically Black Colleges & Universities</subject><subject>Learner Engagement</subject><subject>Males</subject><subject>Masculinity</subject><subject>Men</subject><subject>Perceptions</subject><subject>Predictor Variables</subject><subject>Predominantly White Institutions</subject><subject>Racial Factors</subject><subject>Racial Identification</subject><subject>Racism</subject><subject>Respondents</subject><subject>School boards</subject><subject>School environment</subject><subject>Sensory perception</subject><subject>Sex Stereotypes</subject><subject>Stereotypes</subject><subject>Student attitudes</subject><subject>Student School Relationship</subject><subject>Students</subject><subject>Studies</subject><subject>Success</subject><subject>Teacher Attitudes</subject><subject>Teacher Student Relationship</subject><subject>Two Year College Students</subject><issn>0022-2984</issn><issn>2167-6437</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>BHHNA</sourceid><sourceid>GUQSH</sourceid><sourceid>LD-</sourceid><sourceid>LD.</sourceid><sourceid>M2O</sourceid><sourceid>QXPDG</sourceid><recordid>eNqVkc1O3DAUhS0EEsPQR6iUinWm_ovtLGHEX0VFpWk33Vge52ZImtiDnQix62vwejwJTgdRiR3eXMv3fsdH5yL0heCFlLj82jrYBA_VaM3QeLdQfMEXuBB8D80oETIXnMl9NMOY0pyWih-ioxhbnA5lxQz9PuuM_ZN9B_f89ylmPyBY2E5KMfN1tgIXYbqcQefdpnGb7KEZ7rILY8dueExYv4YQs8ZlS9_3o2vS49J3HWwgHqOD2nQRPr3WOfp1cf5zeZXf3F5eL09vcsuIGnIFvJSCFZYoo4yVayZlBcTWhBqsDFRFwau1WHNRAzBTUAHMMqAUpFJlhdkcnex0t8HfjxAH3foxuPSlJooXQikpVZoqd1M2-BgD1Hobmt6ER02wnqLU76LUimuupygT-3nHQmjsG3f-jaSEsZCpz98ctGCHfozw34TCVJFSr6Z1TNsgBf-nmjCxw9o4-PABPy9w6Jqd</recordid><startdate>2015</startdate><enddate>2015</enddate><creator>Newman, Christopher B</creator><creator>Wood, J. 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| ispartof | The Journal of Negro education, 2015, Vol.84 (4), p.564-577 |
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| source | Jstor Complete Legacy; Education Source (EBSCOhost); Sociological Abstracts |
| subjects | African American Students African Americans Black college students Black colleges Black communities College campuses College Faculty College Students Colleges Community College Students Community Colleges Cultural identity Ethnic Stereotypes Gender Gender roles Higher education Historically Black Colleges & Universities Learner Engagement Males Masculinity Men Perceptions Predictor Variables Predominantly White Institutions Racial Factors Racial Identification Racism Respondents School boards School environment Sensory perception Sex Stereotypes Stereotypes Student attitudes Student School Relationship Students Studies Success Teacher Attitudes Teacher Student Relationship Two Year College Students |
| title | Black Men’s Perceptions of Sense of Belonging with Faculty Members in Community Colleges |
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