{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-2282"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-2282","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College","abstract":"Despite progress in access to colleges and student support services, African American students maintain a low community college completion rate, relative to their enrollment. Using critical race theory as a theoretical framework, this quantitative study utilized the Community College Survey of Student Engagement (CCSSE) instrument to explore group differences between African American and White American, first-time students enrolled in Vernell-Paul Jacob Community College (a pseudonym). The study examined students' perceptions as it relates to how the college prepares them to understand and engage with people of diverse backgrounds and their engagement with faculty. Overall, African American, first-time students reported higher levels of engagement with faculty and diverse cross-racial interactions compared to their White American, first-time counterparts. Where student responses indicated a median difference, the responses were not in direct opposition to each other; rather, most responses were only incrementally different—usually being within one point on Likert-like scales. These findings allowed for the identification of variables that may serve as challenges to program completion and attainment of a certificate or associate degree among African-American, first-time students. As a result, this study began cross-departmental conversations and suggested changes to collegiate practice, process, and service that will serve to engage and empower students—specifically those who are underserved and marginalized—and faculty.","abstract_html":"Despite progress in access to colleges and student support services, African American students maintain a low community college completion rate, relative to their enrollment. Using critical race theory as a theoretical framework, this quantitative study utilized the Community College Survey of Student Engagement (CCSSE) instrument to explore group differences between African American and White American, first-time students enrolled in Vernell-Paul Jacob Community College (a pseudonym). The study examined students' perceptions as it relates to how the college prepares them to understand and engage with people of diverse backgrounds and their engagement with faculty. Overall, African American, first-time students reported higher levels of engagement with faculty and diverse cross-racial interactions compared to their White American, first-time counterparts. Where student responses indicated a median difference, the responses were not in direct opposition to each other; rather, most responses were only incrementally different—usually being within one point on Likert-like scales. These findings allowed for the identification of variables that may serve as challenges to program completion and attainment of a certificate or associate degree among African-American, first-time students. As a result, this study began cross-departmental conversations and suggested changes to collegiate practice, process, and service that will serve to engage and empower students—specifically those who are underserved and marginalized—and faculty.","abstract_has_math":false,"creators":["Talbert-Horsey, Michelle"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Professional Doctorate in Educational Leadership (ProDEL)","degree_department":null,"school":null,"contributors":["AnnMarie Fitzgerald","Amy Olson","Sherry Miller Brown","Rick McCown"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T02:10:36Z","subjects":["Community college","African-American","Faculty-student engagement"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1266","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["AnnMarie Fitzgerald","Amy Olson","Sherry Miller Brown","Rick McCown"]},{"key":"dc:creator","label":"Author","values":["Talbert-Horsey, Michelle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Professional Doctorate in Educational Leadership (ProDEL)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Community college","African-American","Faculty-student engagement"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/1266"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Despite progress in access to colleges and student support services, African American students maintain a low community college completion rate, relative to their enrollment. Using critical race theory as a theoretical framework, this quantitative study utilized the Community College Survey of Student Engagement (CCSSE) instrument to explore group differences between African American and White American, first-time students enrolled in Vernell-Paul Jacob Community College (a pseudonym). The study examined students' perceptions as it relates to how the college prepares them to understand and engage with people of diverse backgrounds and their engagement with faculty. Overall, African American, first-time students reported higher levels of engagement with faculty and diverse cross-racial interactions compared to their White American, first-time counterparts. Where student responses indicated a median difference, the responses were not in direct opposition to each other; rather, most responses were only incrementally different—usually being within one point on Likert-like scales. These findings allowed for the identification of variables that may serve as challenges to program completion and attainment of a certificate or associate degree among African-American, first-time students. As a result, this study began cross-departmental conversations and suggested changes to collegiate practice, process, and service that will serve to engage and empower students—specifically those who are underserved and marginalized—and faculty."]},{"key":"dc:title","label":"Title","values":["An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College"]}]}],"canonical_facts":{"dc:contributor":["AnnMarie Fitzgerald","Amy Olson","Sherry Miller Brown","Rick McCown"],"dc:creator":["Talbert-Horsey, Michelle"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["Despite progress in access to colleges and student support services, African American students maintain a low community college completion rate, relative to their enrollment. Using critical race theory as a theoretical framework, this quantitative study utilized the Community College Survey of Student Engagement (CCSSE) instrument to explore group differences between African American and White American, first-time students enrolled in Vernell-Paul Jacob Community College (a pseudonym). The study examined students' perceptions as it relates to how the college prepares them to understand and engage with people of diverse backgrounds and their engagement with faculty. Overall, African American, first-time students reported higher levels of engagement with faculty and diverse cross-racial interactions compared to their White American, first-time counterparts. Where student responses indicated a median difference, the responses were not in direct opposition to each other; rather, most responses were only incrementally different—usually being within one point on Likert-like scales. These findings allowed for the identification of variables that may serve as challenges to program completion and attainment of a certificate or associate degree among African-American, first-time students. As a result, this study began cross-departmental conversations and suggested changes to collegiate practice, process, and service that will serve to engage and empower students—specifically those who are underserved and marginalized—and faculty."],"dc:identifier":["https://dsc.duq.edu/etd/1266"],"dc:language":["English"],"dc:subject":["Community college","African-American","Faculty-student engagement"],"dc:title":["An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College"],"thesis:degree_discipline":["Professional Doctorate in Educational Leadership (ProDEL)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:10:36Z"}