Experiences of African-American Baccalaureate Nursing Students Examined through the Lenses of Tinto's Student Retention Theory and Astin's Student Involvement Theory. ASHE Annual Meeting Paper.
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| Title: | Experiences of African-American Baccalaureate Nursing Students Examined through the Lenses of Tinto's Student Retention Theory and Astin's Student Involvement Theory. ASHE Annual Meeting Paper. |
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| Language: | English |
| Authors: | Janes, Sharyn |
| Peer Reviewed: | N |
| Page Count: | 28 |
| Publication Date: | 1997 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academic Persistence, Bachelors Degrees, Black Colleges, Black Students, College Graduates, Graduate Surveys, Higher Education, Nursing Education, Nursing Students, School Holding Power, Student Attitudes, Student College Relationship, Student Participation, Theories |
| Abstract: | African-American nurses' perceptions of their baccalaureate nursing school experiences were examined in relation to Vincent Tinto's (1987) theory of student retention and Astin's theory of student involvement. In-depth interviews were conducted with four graduates of a predominantly black southeastern university and four graduates of a predominantly white southeastern university. Individual commitment to degree completion was a major factor in persistence. Respondents generally perceived the black campus as comfortable, warm, and nurturing, while they tended to perceive the white campus as cold and uncaring. Satisfaction with the academic experience was related to a combination of factors, including self-esteem, relationships with other students, and pride in the university. Positive role modes were important for respondents for personal and professional guidance and increased self-esteem. All of the participants worked off-campus at some time during college, which supports Astin's proposal that working off-campus, as long as it is less than 25 hours a week, is instrumental in promoting student persistence. Financial aid was identified as a major component of student persistence, which supports Astin's theory but contradicts Tinto's assertion that finances are not a major factor in degree completion. Except for assumptions regarding financial aid, findings corroborated Tinto's theory. (Contains 64 references.) (SW) |
| Entry Date: | 1998 |
| Accession Number: | ED415817 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED415817 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED415817 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Experiences of African-American Baccalaureate Nursing Students Examined through the Lenses of Tinto's Student Retention Theory and Astin's Student Involvement Theory. ASHE Annual Meeting Paper. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Janes%2C+Sharyn%22">Janes, Sharyn</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 28 – Name: DatePubCY Label: Publication Date Group: Date Data: 1997 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Bachelors+Degrees%22">Bachelors Degrees</searchLink><br /><searchLink fieldCode="DE" term="%22Black+Colleges%22">Black Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Black+Students%22">Black Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Graduates%22">College Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Surveys%22">Graduate Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Nursing+Education%22">Nursing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Nursing+Students%22">Nursing Students</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+College+Relationship%22">Student College Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Theories%22">Theories</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: African-American nurses' perceptions of their baccalaureate nursing school experiences were examined in relation to Vincent Tinto's (1987) theory of student retention and Astin's theory of student involvement. In-depth interviews were conducted with four graduates of a predominantly black southeastern university and four graduates of a predominantly white southeastern university. Individual commitment to degree completion was a major factor in persistence. Respondents generally perceived the black campus as comfortable, warm, and nurturing, while they tended to perceive the white campus as cold and uncaring. Satisfaction with the academic experience was related to a combination of factors, including self-esteem, relationships with other students, and pride in the university. Positive role modes were important for respondents for personal and professional guidance and increased self-esteem. All of the participants worked off-campus at some time during college, which supports Astin's proposal that working off-campus, as long as it is less than 25 hours a week, is instrumental in promoting student persistence. Financial aid was identified as a major component of student persistence, which supports Astin's theory but contradicts Tinto's assertion that finances are not a major factor in degree completion. Except for assumptions regarding financial aid, findings corroborated Tinto's theory. (Contains 64 references.) (SW) – Name: DateEntry Label: Entry Date Group: Date Data: 1998 – Name: AN Label: Accession Number Group: ID Data: ED415817 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 28 Subjects: – SubjectFull: Academic Persistence Type: general – SubjectFull: Bachelors Degrees Type: general – SubjectFull: Black Colleges Type: general – SubjectFull: Black Students Type: general – SubjectFull: College Graduates Type: general – SubjectFull: Graduate Surveys Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Nursing Education Type: general – SubjectFull: Nursing Students Type: general – SubjectFull: School Holding Power Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Student College Relationship Type: general – SubjectFull: Student Participation Type: general – SubjectFull: Theories Type: general Titles: – TitleFull: Experiences of African-American Baccalaureate Nursing Students Examined through the Lenses of Tinto's Student Retention Theory and Astin's Student Involvement Theory. ASHE Annual Meeting Paper. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Janes, Sharyn IsPartOfRelationships: – BibEntity: Dates: – D: 06 M: 11 Type: published Y: 1997 |
| ResultId | 1 |
