Abstract
Several studies have shown that nationally, retention and graduation rates of minority male students in higher education remains comparatively low. While most studies focus on factors accounting for low academic performance and achievement, and low retention and graduation rates of minority students, this study investigated the factors that contribute to minority male students’ success in a 4-year public institution. One hundred sixty successful minority male students took the College Student Experience Questionnaire (CSEQ). Using cumulative GPA (cGPA) as the criterion variable, three sets of explanatory variables (active learning index, cooperation among students, and college environment index) were regressed to determine the set of variables that best predict student success. The multiple linear regression result shows that the amount of time per week of studies toward academic work best predicts student success.
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Appendices
Appendix
Appendix 1. Cooperation among students index (Gonyea et al. 2003)
FACIL2 Met other students at some campus location (campus center, etc.) for a discussion.
CLUBS2 Worked on a campus committee, student organization, or project (publications, student government, special event, etc.)
PERS1 Told a friend or family member why you reacted to another person the way you did.
PERS2 Discussed with another student, friend, or family member why some people get along smoothly, and others do not.
PERS3 Asked a friend for help with a personal problem.
PERS7 Asked a friend to tell you what he or she really thought about you.
WRITE3 Asked other people to read something you wrote to see if it was clear to them.
COURSE7 Worked on a class assignment, project, or presentation with other students.
COURSE10 Tried to explain material from a course to someone else (another student, friend, co-worker, family member).
Appendix 2. Active learning index (Gonyea et al. 2003)
LIB2 Found something interesting while browsing in the library.
LIB3 Asked a librarian or staff member for help in finding information on some topic.
LIB4 Read assigned material other than textbooks in the library (reserve readings, etc.)
LIB5 Used an index or database (computer, card catalog, etc.) to find material on some topic.
LIB6 Developed a bibliography or reference list for a term paper or other report.
LIB7 Gone back to read a basic reference or document that other authors referred to.
COURSE3 Contributed to class discussions.
COURSE5 Tried to see how different facts and ideas fit together.
COURSE6 Summarized major points and information from your class notes or readings.
COURSE8Applied material learned in a class to other areas (your job or internship, other courses, relationships with friends, family, co-workers, etc.)
COURSE9 Used information or experience from other areas of your life (job, internship, interactions with others) in class discussions or assignments.
COURSE11 Worked on a paper or project where you had to integrate idea from various sources.
WRITE1 Used a dictionary or thesaurus to look up the proper meaning of words.
WRITE4 Referred to a book or manual about writing style, grammar, etc.
WRITE5 Revised a paper or composition two or more times before you were satisfied with it.
WRITE6 Asked an instructor or staff member for advice and help to improve your writing.
PERS4 Read articles or books about personal growth, self-improvement, or social development.
PERS5 Identified with a character in a book, movie, or television show and wondered what you might have done under similar circumstances.
PERS6 Taken a test to measure your abilities, interests, or attitudes.
COMPUT5 Searched the World Wide Web or Internet for material related to a course.
COMPUT6 Used a computer to retrieve materials from a library not at this institution.
Appendix 3. College environment index (Gonyea et al. 2003)
ENVSCH Emphasis on the development of academic, scholarly, and intellectual qualities.
ENVESTH Emphasis on the development of aesthetic, expressive, and creative qualities.
ENVCRIT Emphasis on being critical, evaluative, and analytical.
ENVDIV Emphasis on developing an understanding and appreciation for human diversity.
ENVINFO Emphasis on developing information literacy skills (using computers, other information resources).
ENVVOC Emphasis on the development of vocational and occupational competence.
ENVPRAC Emphasis on the personal relevance and practical values of your courses.
ENVSTU Relationship with other students, student groups, and activities.
ENVADM Relationship with administrative personnel and offices.
ENVFAC Relationship with faculty members.
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Atuahene, F. Predicting the Academic Success of Minority Male Students in a Public 4-Year Institution in the USA. J Afr Am St 25, 29–51 (2021). https://doi.org/10.1007/s12111-020-09512-4
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DOI: https://doi.org/10.1007/s12111-020-09512-4