Developing Effective Recruitment Strategies for African American Men to Earn Alternative High School Credentials
Saved in:
| Title: | Developing Effective Recruitment Strategies for African American Men to Earn Alternative High School Credentials |
|---|---|
| Language: | English |
| Authors: | Miller, Michael T. (ORCID |
| Source: | Adult Learning. May 2023 34(2):79-90. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education High Schools High School Equivalency Programs Secondary Education |
| Descriptors: | Student Recruitment, Program Effectiveness, African Americans, Males, High School Equivalency Programs, Equivalency Tests, Interpersonal Relationship, Administrator Attitudes, Social Media, Religious Factors |
| Assessment and Survey Identifiers: | General Educational Development Tests |
| DOI: | 10.1177/10451595211073725 |
| ISSN: | 1045-1595 2162-4070 |
| Abstract: | African American men have among the worst high school completion rates of any population in the United States. The consequences of dropping out of school are serious and include high levels of unemployment and incarceration. Attempts at recruiting these men to return to complete a high school credential have not been broadly successful, and the current study was designed to identify the best ideas and practices of recruiting African American men into high-school equivalency completion programs. Using a snowball-generated sample of eight adult education program directors, interviews were conducted to identify strategies and approaches for recruiting African American men. Ultimately, program directors comments resulted in three broad categories of successful recruitment: using personal relationships that connect with men where they are, strategically using social media and online resources that are directly targeted toward these men, and utilizing the relationships and support networks of African American church communities. Responding program directors also stressed the need to meet these men at the physical and psychological places where they are, recognizing that these points of contact can and will change as the men age and face different personal circumstances. The findings provide key information for high-school equivalency program directors as they construct purposeful recruitment plans that also include measures for assessing the effectiveness of their recruitment campaigns. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1374399 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFFQpTvq0850gN8rYJxujndAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDOaPaN66ChgdyMd_wAIBEICBm54Rubl9_QqsNQvJDxs-3LNgsvQ96T0IVGraFvPiYT_Qv4DBzphxXRmLk7I-ea-6mS_aRiLXaGmCRQfQb5UIHyBlg-zm8OPNabrkCypBF25Po6g8YdnyzmDBngAktq9cPXLmsFT5LPhCdUG0YeoRcU4Sd9uX6tZPdjZkTC_HQhDgVoW1GOU_enjSwxZfjUp9sDCjRgiH2xsDYkHY Text: Availability: 1 Value: <anid>AN0163195022;adl01may.23;2023Apr21.07:33;v2.2.500</anid> <title id="AN0163195022-1">Developing Effective Recruitment Strategies for African American Men to Earn Alternative High School Credentials </title> <p>African American men have among the worst high school completion rates of any population in the United States. The consequences of dropping out of school are serious and include high levels of unemployment and incarceration. Attempts at recruiting these men to return to complete a high school credential have not been broadly successful, and the current study was designed to identify the best ideas and practices of recruiting African American men into high-school equivalency completion programs. Using a snowball-generated sample of eight adult education program directors, interviews were conducted to identify strategies and approaches for recruiting African American men. Ultimately, program directors comments resulted in three broad categories of successful recruitment: using personal relationships that connect with men where they are, strategically using social media and online resources that are directly targeted toward these men, and utilizing the relationships and support networks of African American church communities. Responding program directors also stressed the need to meet these men at the physical and psychological places where they are, recognizing that these points of contact can and will change as the men age and face different personal circumstances. The findings provide key information for high-school equivalency program directors as they construct purposeful recruitment plans that also include measures for assessing the effectiveness of their recruitment campaigns.</p> <p>Keywords: high school completion; African American men; non-traditional student recruitment; GED test; social capital</p> <p>Determining actual high school graduation rates in the United States is a complex process ([<reflink idref="bib20" id="ref1">20</reflink>]). Following Federal reporting guidelines, most states utilize a cohort model where they count the number of students entering ninth grade and then the number of diplomas awarded 4 years later. States do allow for self-correction in counts by school districts, so there is some variability as to how districts report high school graduates or completers to its state department of education, and then on to the Federal government. Some of this self-correction includes, for example, the transfer out of students to private schools, charter schools, homeschooling, and alternative learning centers and schools. Many schools districts and states also remove students from the cohort who have special needs or mark them as completers based upon attendance only. This means that students who might be diagnosed as having significant learning problems who transfer to an alternative learning center and never graduate are not counted as a "drop-out." [<reflink idref="bib22" id="ref2">22</reflink>] reported that about 70% of all students who enter high school actually graduate, and several governmental reports have questioned whether or not there has been an actual increase in the graduation rate or whether it is adjusted due to accounting methodologies ([<reflink idref="bib20" id="ref3">20</reflink>]; [<reflink idref="bib28" id="ref4">28</reflink>]).</p> <p>The results of not completing high school are not good for the student or the communities in which they live. Over half of the African American men who do not graduate from high school end up in some form of disciplinary environment, including prison, and on some form of social support program. [<reflink idref="bib18" id="ref5">18</reflink>] reported that nearly 75% of the African American men who did not graduate from high school are unemployed and that a quarter of all of these men were incarcerated at least once before they reached their mid-20 s.</p> <p>An additional challenge for those who do not complete high school is the confusing state-specific network of high school completion programs. For nearly 50 years, the General Education Development (GED) Test program was offered as a non-profit certification through the American Council for Education. In 2010, the American Council on Education partnered with Pearson to create GED Testing Service as a new company. The second element that made the GED more challenging was its alignment with the national college and career readiness standards for adult education. Not all states adopted the new GED Test, and as a result, other high school equivalency tests were created. These combined forces resulted in it being more difficult than ever for an individual to get an alternative high school credential.</p> <p>For African American men who do graduate from high school, only 28.5% go on to attend college, and the retention rate once in college is low, resulting in only 7.8% of the adult African American male population holding a bachelor's degree or higher ([<reflink idref="bib29" id="ref6">29</reflink>]). Despite efforts to grow African American male enrollment in college, the percentage of these individuals being enrolled has only grown 3% over the past 40 years ([<reflink idref="bib10" id="ref7">10</reflink>]), and dropping out of school continues to be a major problem for these men ([<reflink idref="bib11" id="ref8">11</reflink>]).</p> <p>The problem specifically addressed here is that there must be a way to help those who do not finish high school find a pathway to some form of high school equivalence credential. The completion of some program, such as the GED or HiSet, then provides opportunities for work and career that would otherwise be unattainable. In turn, these improved economic conditions can lead to better physical well-being, a higher quality of life, and greater community engagement.</p> <p>Research on alternative pathways to college for non-high school completers is sporadic, anecdotal, and has been conducted across such a range of different times and eras that generalizations and identifications of best practices are difficult. Therefore, the purpose for conducting the study was to identify the best practices to recruit African American men to complete their high school equivalency programs, such as the GED or HiSet.</p> <hd id="AN0163195022-2">Background of the Study</hd> <p>The attempt to recruit individuals who have not earned a high school credential into an alternative equivalency has been an ongoing issue for over a half century as evidenced by Schreiber's early work in this area in the 1960s ([<reflink idref="bib36" id="ref9">36</reflink>]) ranging to McGowan's more recent work (2015). Research in recent years has identified a wide range of internal, external, and institutional barriers to students returning to learn. These include the internal perceptions of an individual's intellectual ability or fear of failure ([<reflink idref="bib41" id="ref10">41</reflink>]) as well as the dismissal of high school curricular content as irrelevant to "real world" issues and problems ([<reflink idref="bib7" id="ref11">7</reflink>]). Additionally, individual perceptions of schools not being safe, condescending attitudes by administrators or teachers for those who have dropped out, as well as inconvenient or inaccessible locations for equivalency education programs have also been identified as barriers ([<reflink idref="bib2" id="ref12">2</reflink>]; [<reflink idref="bib6" id="ref13">6</reflink>]). Further, dropping out of secondary school has also been identified as a "mask" for a cognitive disability ([<reflink idref="bib6" id="ref14">6</reflink>]).</p> <p>[<reflink idref="bib26" id="ref15">26</reflink>] conducted a qualitative study in the Midwest of adult men who would not consider enrolling in a high school equivalency program. He noted that those he interviewed particularly stressed that they had become bored with high school and how classes were taught. Most alarmingly, participants in McGowan's study did not see the connections between courses and the lives they intended to live. His findings indicated that equivalency programs need to be developed that include participatory, relevant learning and that prospective students need to be educated about why such programs can have a positive impact on their lives.</p> <p>The concept that potential students need to understand the benefits of completing a high school credential such as the GED has been identified strongly in literature at least the past 20 years. [<reflink idref="bib8" id="ref16">8</reflink>], for example, stressed the need to connect with GED learners to provide them with counseling and reinforcement to stay with their programs. Particularly noting that inner-city adult learners felt disenfranchised or rejected by being labeled a "drop out," and that the need for positive psychological reinforcement was critical to learner persistence, a concept reinforced in more current research as well ([<reflink idref="bib21" id="ref17">21</reflink>]). Similarly, this notion of positive psychological reinforcement has also been a consistent finding for adult learners throughout all of education ([<reflink idref="bib38" id="ref18">38</reflink>]).</p> <p>One of the most pronounced motivators for enrollment in GED programs has been the link between program completion and promise of work or employment ([<reflink idref="bib21" id="ref19">21</reflink>]; [<reflink idref="bib1" id="ref20">1</reflink>]). Building upon the idea of linking education and training, programs such as Job Corps, funded through the Department of Labor, provide opportunities for both career and workforce training as well as funding and providing opportunities for GED completion ([<reflink idref="bib12" id="ref21">12</reflink>]). [<reflink idref="bib37" id="ref22">37</reflink>] found that a Job Corps participant was nearly 20% more likely to earn a GED than nonJob Corps participants. Similar programs include the National Guard Youth Challenge which similarly reports about a 20% increase in the likelihood of completing a GED ([<reflink idref="bib4" id="ref23">4</reflink>]). [<reflink idref="bib31" id="ref24">31</reflink>] reported on a similar program in Washington state referred to as the Integrating Basic Education and Skills Training (I-BEST) that incorporates practical job training experiences that couple high school equivalency test completion as an embedded part of the program. The Washington I-BEST initiative was one of several programs reported by the Jobs for the Future program that works to identify, deliver, and evaluate new approaches to job training and workforce development, many with strong elements of high school equivalency instruction embedded in them.</p> <p>In addition to the motivation for enrollment, as [<reflink idref="bib26" id="ref25">26</reflink>] noted, is the complex process of advertising high school completion programs to individuals once they are far removed from the high school experience. Although some individuals recognize later in life that they want to complete a GED (or similar program), for many, the creation of life habits and routines prevents them from seriously considering a degree completion program ([<reflink idref="bib7" id="ref26">7</reflink>]).</p> <p>Recruiting students into high school equivalency programs, much like other adult education programs including adult basic education programs, is difficult and difficult to assess ([<reflink idref="bib23" id="ref27">23</reflink>]; [<reflink idref="bib3" id="ref28">3</reflink>]). Recent trends have strongly suggested that different kinds of social media can be powerful in helping to recruit individuals into different kinds of self-development programs. [<reflink idref="bib24" id="ref29">24</reflink>] found, for example, that Facebook was an effective mechanism for recruiting low-income women to participate in a free online nutrition program. [<reflink idref="bib25" id="ref30">25</reflink>] similarly found that the real-time advertising protocol of Facebook allows for direct, almost instant advertising for those individuals who might be looking for a certain product or service and that this tended to work well with low-income individuals.</p> <p>Facebook has been especially identified as an effective advertising tool for reaching young adults, especially in comparison to traditional advertising methods such as newspapers ([<reflink idref="bib9" id="ref31">9</reflink>]) and other techniques such as bus advertising or school presentations ([<reflink idref="bib33" id="ref32">33</reflink>]). [<reflink idref="bib30" id="ref33">30</reflink>] did find, however, that Facebook advertising tended to exclude potential individuals who had a lack of technological and internet access.</p> <p>Facebook and other social media have not been well documented in the recruitment of students into high school equivalency programs. [<reflink idref="bib26" id="ref34">26</reflink>] did, however, reference them and concurrently noted that they may be more appropriate for certain kinds of adults looking to return to school rather than others. As [<reflink idref="bib17" id="ref35">17</reflink>] noted, perhaps one of the most effective recruitment tactics for high school equivalency programs might be personal relationships and recruitment, noting the Heartside Ministry's GED program and its charismatic GED program director.</p> <p>The literature on high school equivalency programs and GED's programs in specific identifies the many benefits of completing such credentials, but rarely does this body of scholarship suggest effective recruitment techniques. McGowan's work is perhaps the closest to identifying why adults might decide to enroll or not enroll in such programs, and although his work was situated with men, none of them represented the African American population that is particularly at-risk and significantly under-represented. This, in turn, reinforces the need and significance of the current study to identify how to most effectively recruit these men into high school completion programs.</p> <hd id="AN0163195022-3">Theoretical Considerations</hd> <p>The study is framed by behavioral research into social and human capital, particularly interpreting and studying the cultural and community values that are expressed on individuals. This type of framing for a study using capitals ([<reflink idref="bib5" id="ref36">5</reflink>]) recognizes and places value on the people, formal and informal organizations, as well as the institutions that create society and community. The impact of this community has been realized in educational attainment ([<reflink idref="bib16" id="ref37">16</reflink>]), as well as with African American men making decisions about attending postsecondary education ([<reflink idref="bib39" id="ref38">39</reflink>]).</p> <p>The emerging theory of community expectancy is particularly relevant to the current study, as it provides a foundation for understanding the power of formal and informal communities to influence behaviors, values, and attitudes ([<reflink idref="bib14" id="ref39">14</reflink>]). Within the context of the current study, as [<reflink idref="bib39" id="ref40">39</reflink>] noted, the power of social interactions and expectations can result in African American men making decisions about their own lives and what they do in, and after, school. The Tolliver study in particular indicated that social agencies such as churches, neighborhood connections, family friends, and athletic coaches can particularly influence a decision to stay in school, graduate, and attend college. These same findings have been identified in studies by [<reflink idref="bib15" id="ref41">15</reflink>] and [<reflink idref="bib40" id="ref42">40</reflink>].</p> <hd id="AN0163195022-4">Research Methods</hd> <p>In an attempt to understand practices of recruiting African American men to GED and high school equivalency programs (HSE), a qualitative, phenomenological research approach was identified as the most appropriate technique. This type of research allows for the identification and description of lived experiences among participants ([<reflink idref="bib27" id="ref43">27</reflink>]). The data analysis process then provides a textual description of the experiences of individuals, relying on quotes and broad ideas to frame responses to research questions ([<reflink idref="bib13" id="ref44">13</reflink>]). In the current study, this lived experience relates to the effective practice of recruiting African American men, in particular, into high school equivalency programs.</p> <p>As a descriptive study, a snowball sampling technique was used. This process includes the initial definition of the population, high school equivalency program coordinators or directors, and then from that population, the identification of individuals who have been effective in recruiting African American men. These who are effective and can describe and report on the elements of practice are those who were pursued to participate in the study. The initial search for effective program leaders began with a broad email to 75 different GED/HSE program directors asking for recommendations of programs or individuals that effectively recruit African American men into their programs. Over half of these program directors responded (<emph>n</emph> = 43; 57%), and only nine distinct programs were identified in these responses. As a parenthetic note, those who did not identify an exemplary program asked to be informed of the results of the study.</p> <p>The snowball sampling technique begins with the identification of an initial participant and then grows based on referrals from that initial participant. As [<reflink idref="bib19" id="ref45">19</reflink>] noted, the process involves "asking well-situated people to recommend cases to study...the researcher then might discover an increasing number of well-situated people and an increasing number of recommended cases, all or some of whom can be included in the sample" (p. 179). Ultimately, data collection was intended to include interviews with approximately 8 – 10 individuals, a number deemed appropriate by both [<reflink idref="bib13" id="ref46">13</reflink>] and [<reflink idref="bib32" id="ref47">32</reflink>]. The goal, however, was the continuation of interviews to the point of data saturation. The snowball technique ultimately identified, and the study included, interviews with eight program directors.</p> <p>Of the eight interviews completed for the study, seven were conducted using online video recording, and one was conducted in person. These interviews took place in the winter and early spring of 2021. Three of the program directors operated adult education centers or offices that were coordinated in conjunction with public school districts, two operated adult education centers aligned with community colleges, two were directors of public, civic government supported adult and workforce education programs, and one was the director of an adult education program sponsored by a religious organization (coalition of area churches). These individuals had an average of 14 years of professional work experience in adult education and all held masters degrees (one held a doctoral degree). Four of the respondents were female, including two White women and two African American women, and three of the four men in the study were African American (the fourth was White).</p> <p>The process of analysis included returning a copy of the interview transcript to the participants to assure the accuracy of what was said. Transcripts were then studied for the emergence of themes and consistent wording or phrases using a process of constant comparison. Each transcript was reviewed by three researchers independently and then these individuals met to review and come to consensus on the emergence of themes, word clusters, and major ideas. The work of the three independent reviews that then came together were then reviewed by other research team members to assure data analysis validity.</p> <hd id="AN0163195022-5">Findings</hd> <p>The GED/HSE program coordinators interviewed were very open to discussions about what marketing strategies worked and did not work, particularly with different populations of potential enrollees. Every participant noted that recruiting students into HSE programs is difficult and that it "takes a certain kind of person really develop relationships and connect younger Black men to these kinds of programs" (Respondent A). One participant (Respondent B) noted, "with many of our ELL learners, we have a natural connection to completing a high school credential, but for African American men, particularly those who are over 22 or 23, it is like pulling teeth [to get them enrolled]." Similarly, another respondent confirmed the importance of the study, saying "this is absolutely critical. African American men over the age of 22 are just almost impossible to get enrolled. Tell me what you find!" (Respondent C).</p> <p>The interview narratives brought to light three distinct themes in recruiting African American men into GED/HSE programs: personal relationships, social media, and church-related relationships.</p> <hd id="AN0163195022-6">Personal Relationships</hd> <p>Respondents described that many African American men need to have personal relationships, conversations, and a high level of trust with individuals before committing to a GED/HSE program. Respondent A, from a west coast urban location said:</p> <p>Most of these young men are not sitting around thinking about going back to school. They're playing basketball and hanging out. They don't know what they are thinking. But, if you can get some young man talking, and thinking about their lives and where they might go, then, if they are with someone they trust and respect, then just maybe, you can get that individual to think about getting back into school to graduate.</p> <p>Another program director, Respondent B, who was a former college leader for a small historically black college in a mid-southern city said:</p> <p>I walk around McDonald's, or at least I did before COVID, and just went up to talk to people. I'd ask them what they are doing on Friday night or Saturday night, or how much money they've got in their pockets. You can't come right out and say, 'earn your GED.' You've got to engage them in conversations to think and talk about their lives. Only by focusing on them, and listening to them, can you get someone to talk about earning a GED.</p> <p>And a mid-western GED program coordinator (Respondent C) echoed these sentiments, commenting:</p> <p>Most of those statements about social media advertising are kind of wrong. If I want to recruit a 23 year old African American man in Kansas City, its not about putting an ad on Facebook. If he's on Facebook, he's looking for something that is not education. You have to find a way to make a first connection with someone who has dropped out. You have to find them where they are, you know? You've got to make a personal connection and first find out if they are happy with where they are. Shoot, most of these young men don't know any different or any better. They aren't critically reflecting on their lives, not in their early 20 s. You have to help them ask themselves questions, that's the first step, and that doesn't happen with social media advertising.</p> <p>Beyond simply connecting with individuals who would be prospective students, nearly all of the participants indicated that there had to be more than just a meeting, and connection that grew into a relationship. These relationships could be mentoring, but more than anything, the participants suggested that they be focused on teaching these men informally about how the process works and what the real benefits would be to them. One participant said "they have to be specific. They can't just talk about going back to school, they have to tell them very specific actions. Who to call. Where to look to sign up...if they have to go looking for how to enroll, they are already going to do it."</p> <hd id="AN0163195022-7">Social Media and the Internet</hd> <p>The second category of responses that were thematically connected related to how GED/HSE programs advertised and used that advertising to recruit students. One participant (Respondent C) noted simply that "you have to get advertising, direct advertising, in front of the people you want to recruit. If they are online looking for programs, your job is done. But those aren't the people you have to work to enroll." The implication from him and others was that there must be some way to pique the interest of the targeted population, and social media, including internet advertising, were the most commonly mentioned strategies.</p> <p>Respondent D from a religiously affiliated GED non-profit in a southern city commented:</p> <p>Yea, I think some social media advertising can work, but it's not what you think. I don't think many of the young men we work with sit around and ask Reddit or Quora how to improve their lives through education or where to finish a high school degree. If you want to use advertising online, you've got to get into things like Spotify and Instagram. Spotify's free, you know, so a lot of young men will listen to music for free. If you can advertise there in a way that really connects with them, you've got a chance. Same with YouTube. The problem is that the algorithms that are used to determine advertising are based on what you do look up, not what you don't look up. And a lot of these young men are not looking up education.</p> <p>Participant E from a major western city commented:</p> <p>I'm going to be very honest here and don't be offended, but if you really want to reach young men who are 20 years old who have dropped out of school, find some way to advertise on porn websites. You would be shocked, or maybe not surprised, I don't know, to know how often our public use computer lab gets some virus or warning from people [community members] looking up porn.</p> <p>Participant H from a different southern city made significant use of peer-recruiters, but also commented that:</p> <p>I would say that an informative webpage about high school completion is a second-level recruitment strategy. I think you have to have it, absolutely, but most of the people that we work with have had something or someone pique their interest first. Something that made them want to look up how to finish high school after dropping out. Now once they make that decision to look you up, you better be clear, show what kinds of services and costs you have, and you better be easy to navigate. If somebody walked away from school, they sure will walk away from your website if it looks to hard.</p> <p>The recruitment strategies, then, were based on getting information about the benefits as well as the processes for GED/HSE programs in front of the men who were being targeted for recruitment. The participants who were interviewed were realistic about where they might be spending time online, stressing the need to get accurate and instructive information to these individuals in a way that they can consume. And that idea of information consumption must recognize the formal education levels that they do not have, and must find a way to "meet these guys where they are, not where you think they should be" (Participant A).</p> <hd id="AN0163195022-8">Church Relationships</hd> <p>Five of the eight participants who were interviewed for the study made mention of faith-based relationships, particularly noting that "in the African American community, the church is a bun, it holds us together" (Participant G), and once men reach a certain age and "stop messing around so much, they get back to church and the people there are family, and they are probably the strongest motivator to get them their GED" (Participant E).</p> <p>Two of those who mentioned church-based relationships stressed the idea that community creates social obligation, and that this in turn creates a desire to earn a high school equivalent credential. Participant D said:</p> <p>You know, going to church makes a difference. Maybe it makes some of these men nervous, thinking about their Moms, or maybe it's about seeing everybody on a regular basis so that you have to have your act together. I'm not entirely sure, but I know this, if these men feel a sense of community, and that community expects something of you, then they are more likely to look into something like the GED. Its not magic and there are no guarantees, but when you see the same people week after week and they ask after you and what you are doing, your more likely to do something positive rather than negative.</p> <p>Participant G, from an urban area in the mid-Atlantic, had a similar comment but stressed the role of mentors and the age of individuals as they considered GED/HSE programs, commenting:</p> <p>The pastor at church will stand at the door and ask you 'what are you doing.' If he doesn't like the response, then he will let you know. If you want someone to get a young African American man into a GED program, that pastor can do it. He has to build a relationship, though, and has to take the time to know he is not talking to someone who doesn't care. And if he latches on to someone, he will bring the entire congregation to help.</p> <p>And finally, Participant A commented</p> <p>It's not what is said formally in church, its who is in there with you. We're a huge city, and making the community smaller for just one person matters. If you can see the same people week after week, it creates accountability and that matters.</p> <p>So the idea of relationships forged around building community through regular contacts was identified as a highly effective way to bring these men into GED/HSE programs. The formal message and communication was not seen as a critically important part of the recruitment into GED/HSE programs, but rather, it was the creation of community expectations to have self-respect and accomplishment.</p> <hd id="AN0163195022-9">Discussion and Conclusions</hd> <p>There are multiple needs for national discussion about the role, function, shape, and responsibilities of public education. Conversations must move beyond debating charter schools and student performance measurement, and must embrace meaningful strategies to help make learning relevant to a wide variety of students. Perhaps as McGowan noted, a more "relevant" education might motivate more students to remain in high school through graduation. National definitions of student matriculation and graduation rates may also further help conversations about the relevance and needs of education, and ultimately, might help shape what publicly supported adult learning beyond secondary school can and should include.</p> <p>Within the broad conversation of African American men in society is a tension about how to best serve these individuals as well as put into place structures that help all adults earn the skills and abilities necessary to make constructive contributions to society and for themselves. The African American male community is in a way alone in facing challenges, but the recent illustrations of national unrest around racism is a flash point that emphasizes the disparity of so much in American society.</p> <p>The findings in this study reflect and suggest that African American men are not that different in their needs than any other groups in society. Study participants, those who work most closely with these men, highlight the need to build trusting relationships that encourage and support returning to learn, and in helping them understand the benefits such efforts can result in. Additionally, advertising targeting this population, as with any population, needs to be professionally directed at where individuals actually spend their time. Thoughtful, constructive conversations with participants might well reveal the best, and most cost effective, places to advertise GED/HSE programs. And, the findings of the research also illustrate the need for role models in society and support groups that help individuals hold themselves accountable. The identification of "church" may well also serve as a key space for building community, as previously identified by scholars such as [<reflink idref="bib35" id="ref48">35</reflink>], meaning that any supportive environment that can generate a sense of community expectation might serve well these men as they explore self-improvement.</p> <p>Similarly, this sense of emerging community is critical for African American men, both in society at large and in education and for educational attainment in specific ([<reflink idref="bib34" id="ref49">34</reflink>]). Community development, whether framed around churches, schools, or other community bodies, can in turn play an important role, as identified here, in creating a value for completing education. This educational completion, then, can have a circular impact on creating other social expectations that might include postsecondary education, healthy life-style behaviors, philanthropic support, etc.</p> <hd id="AN0163195022-10">Implications for Practice</hd> <p>High school equivalency (HSE) coordinators and directors are tasked with resolving a very complex problem when it comes to delivering instructional programs to traditionally under-represented populations, especially African American men. In order to effectively address the educational needs along with the social and cultural needs of African American men, it is important that HSE coordinators and directors identify the most appropriate mechanisms to properly identify, recruit, motivate, and support African American men through both HSE preparation and completion. There is no universal, one-size-fits all solution to the challenges of serving this group in HSE programs. Therefore, HSE coordinators and directors must understand and leverage the right approaches for recruitment. The following implications for practice are offered to guide identification, motivation, and support efforts.</p> <p>The influence of community leaders and stakeholders should be understood and leveraged to guide outreach and recruitment efforts. Community leaders, especially in African American communities, can be very influential in helping men to pursue education. This influence is connected to personal relationships at the individual and family level. Community leaders should also be consulted to identify specific community organizations in African American communities that could help promote HSE programs and emphasize the importance of those programs. Equally important HSE coordinators and directors need to utilize these community leaders and stakeholders to identify incentives to help keep African American men involved and engaged in HSE programs. Well-designed HSE programs would have an element where the community leaders could help to provide both elements of support and accountability to ensure that African American men regularly attend classes and make progress in their programs. One of the most ideal ways to leverage these community leaders and stakeholders to provide outreach and recruitment assistance as well as support would be to include them on the HSE program advisory board or allow them to serve as volunteer tutors.</p> <p>Another source of support for HSE programs is the power of social media. Messages on social media should emphasize the return on investment and the importance of a HSE credential. Social media campaigns should be based upon success stories and messages should be told in a relatable way that speaks to the educational and social needs of African American men. It is important that HSE coordinators and directors keep messages current and highlight new success stories targeted at African American men. Informational graphics used in these messages should be disengaged in a creative way so that the intended audience, African American men, can relate to the message and take action to enroll in the HSE program.</p> <p>Finally, HSE coordinators and directors should also leverage the power and influence of churches in the African American community. Churches can be great sources for recruitment activities because of their ability for family members and friends who can be influential. Churches can also serve as instructional sites to make HSE preparation programs more accessible. Likewise, churches can also provide tutoring and other support services to help keep African American men engaged and making progress toward their SHE credentials. Churches, perhaps more than any other organization in the community, perhaps have the greatest degree of influence to citizens. There is a great trust and respect for churches in many African American communities, and HSE coordinators and directors should work to develop rapport with church leaders.</p> <hd id="AN0163195022-11">Conclusion</hd> <p>HSE preparation programs face a myriad of challenges in meeting the needs for adults who need to earn their high school credential. These challenges transcend the continuum from recruitment to completion. Arguably, these challenges are more profound when it comes to serving African American men who are among the most in need of services provided by HSE programs. HSE coordinators and directors are challenged to be cognizant of the specific needs of African American men and work to create specific recruitment strategies that address the educational, cultural, and social needs of this community. HSE coordinators and directors should also seek to leverage the power and influence of personal relationships, social media, and churches. Proper understanding of these stakeholders can ensure that HSE programs fulfill their mission and purpose, especially to address the needs of African American men.</p> <hd id="AN0163195022-12">ORCID iD</hd> <p>Michael T. Miller https://orcid.org/0000-0002-4278-3870</p> <ref id="AN0163195022-13"> <title> References </title> <blist> <bibl id="bib1" idref="ref20" type="bt">1</bibl> <bibtext> Beatty A., Neisser U., Trent W., Heubert J. (2001). Understanding dropouts: Statistics, strategies, and high stakes testing. National Academy Press.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref12" type="bt">2</bibl> <bibtext> Berktold J., Geis S., Kaufman P., Carroll C. D. (1998). Subsequent educational attainment of high school dropouts NCES 98-085. US Department of Education.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref28" type="bt">3</bibl> <bibtext> Bishop J. (1993). Organizational linkages of the community college and recruitment in literacy programs. Community College Review, 20(5), 23–28. https://doi.org/10.1177/009155219302000504.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref23" type="bt">4</bibl> <bibtext> Bloom D., Gardenhire-Crooks A., Mandsager C. L. (2009). Reengaging high school dropouts: Early results of the National guard youth challenge program evaluation. Social Science Research Network. papers.ssrn.com/sol3/papers.cfm?abstract_id=1356853</bibtext> </blist> <blist> <bibl id="bib5" idref="ref36" type="bt">5</bibl> <bibtext> Bourdieu P. (1986). The forms of capital. In Richardson J. G. (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref13" type="bt">6</bibl> <bibtext> Boylan R. L., Renzulli L. A. (2014). Routes and reasons out, paths back: The influence of push and pull reasons for leaving school on students' school reengagement. Youth and Society, 46(3), 2–26. https://doi.org/10.1177//0044118x14522078</bibtext> </blist> <blist> <bibl id="bib7" idref="ref11" type="bt">7</bibl> <bibtext> Bridgeland J., Dilulio J., Morison K. (2006). The silent epidemic. Civic Enterprises for the Bill; Melinda Gates Foundation.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref16" type="bt">8</bibl> <bibtext> Brouillette L. (1999). Behind the statistics: Urban dropouts and the GED. Phi Delta Kappan, 81(4), 313–315.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref31" type="bt">9</bibl> <bibtext> Carter-Harris L., Bartlett Ellis R., Warrick A., Rawl S. (2016). Beyond traditional newspaper advertisement: Leveraging Facebook-targeted advertisement to recruit long-term smokers for research. Journal of Medical Internet Research, 18(6), Article e117. https://doi.org/10.2196/jmir.5502</bibtext> </blist> <blist> <bibtext> Chronicle of Higher Education. (2016). Chronicle of higher education almanac, 2016. Chronicle of Higher Education.</bibtext> </blist> <blist> <bibtext> Colbert J. L. (2017). Examining the phenomenon of dropping out of high school through the perspectives and experiences of the African American male [Unpublished doctoral dissertation, University of Arkansas].</bibtext> </blist> <blist> <bibtext> Job Corps. (2021). What is jobs corps? <ulink href="http://www.dol.gov/agencies/eta/jobscorps">www.dol.gov/agencies/eta/jobscorps</ulink></bibtext> </blist> <blist> <bibtext> Creswell J. W., Poth C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.</bibtext> </blist> <blist> <bibtext> Deggs D., Miller M. (2011). Developing community expectations: The critical role of adult educators. Adult Learning, 22(3), 25–30. https://doi.org/10.1177/104515951102200304</bibtext> </blist> <blist> <bibtext> Deggs D., Miller M. T. (2012). Beliefs and values among rural citizens: Shared expectations for educational attainment? Planning and Changing, 42(3/4), 302–315</bibtext> </blist> <blist> <bibtext> Derden M. W., Fayetteville AR. (2011). Community expectations of college attendance and completion [Unpublished doctoral dissertation, University of Arkansas].</bibtext> </blist> <blist> <bibtext> Dwyer D. (2016, December 14). The secret to this GED program's success? The teacher. State of Opportunity, Michigan Public Radio. https://stateofopportunity.michiganradio.org/post/secret-ged-programs-success-teacher</bibtext> </blist> <blist> <bibtext> Eckholm E. (2006, March 20). Plight deepens for Black men, studies warn. New York Times. <ulink href="http://www.nytimes.com/2006/03/20/us/plight-deepens-for-Black-men-studies-warn.html">http://www.nytimes.com/2006/03/20/us/plight-deepens-for-Black-men-studies-warn.html</ulink></bibtext> </blist> <blist> <bibtext> Gall M. D., Gall J. P., Borg W. R. (2003). Educational research (7th ed.). Pearson.</bibtext> </blist> <blist> <bibtext> General Accounting Office (GAO). (2005). No child left behind act: Education could do more to help states better define graduation rates and improve knowledge about intervention strategies(GAO-05-879). <ulink href="http://www.gao.gov/products/GAO-05-879">www.gao.gov/products/GAO-05-879</ulink></bibtext> </blist> <blist> <bibtext> Goto S. T., Martin C. (2009). Psychology of success: Overcoming barriers to pursuing further education. The Journal of Continuing Higher Education, 57(1), 10–21. https://doi.org/10.1080/07377360902810744</bibtext> </blist> <blist> <bibtext> Greene J. P., Winters M. A. (2006). Leaving boys behind: Public high school graduation rates. Center for Civic Innovation; Manhattan Institute for Policy Research.</bibtext> </blist> <blist> <bibtext> Grover K. S., Miller M. T. (2012, November). Recruiting adult basic education students: Learning from best practices. Presentation at the American Association of Adult and Continuing Education National Conference, Las Vegas.</bibtext> </blist> <blist> <bibtext> Lohse B. (2012). Facebook is an effective strategy to recruit low-income women to online nutrition education. Journal of Nutrition Education and Behavior, 45(1), 69–76. https://doi.org/10.1016/j.jneb.2012.06.006</bibtext> </blist> <blist> <bibtext> Lohse B, Wamboldt P. (2013). Purpose Facebook recruitment endows cost-effective nutrition education program evaluation. Journal of Research and Interactive Marketing, 2(2), Article e27. https://doi.org/10.2196/resprot.2713</bibtext> </blist> <blist> <bibtext> McGowan R. (2015). A search for understanding why male, long term high school dropouts resist returning to complete a secondary credential [Unpublished doctoral dissertation, University of Arkansas].</bibtext> </blist> <blist> <bibtext> Moustakas C. (1994). Phenomenological research methods. Sage.</bibtext> </blist> <blist> <bibtext> National Center for Education Statistics. (2013). Public school graduates and dropouts from the common core of data: School year 2009-2010. ncesed.gov/pubs2013/2013309rev.pdf</bibtext> </blist> <blist> <bibtext> National Center for Education Statistics. (2014). The condition of education 2014. Education Department.</bibtext> </blist> <blist> <bibtext> Pedersen E. R., Helmuth E. D., Marshall G. N., Schell T. L., PunKay M., Kurz J. (2015). Using Facebook to recruit young adult veterans: Online mental health research. Journal of Medical Internet Research, 4(2), Article e63. https://doi.org/10.2196/resprot.3996</bibtext> </blist> <blist> <bibtext> Pleasants R. (2011). Building integrated pathways to sustainable careers: An introduction to the accelerated opportunity initiative. Jobs for the Future.</bibtext> </blist> <blist> <bibtext> Polkinghourne D. E. (1989). Phenomenological research methods. In Valle R. S., Halling S. (Eds.), Existential-phenomenological perspectives in psychology (pp. 41–60). Plenum Press.</bibtext> </blist> <blist> <bibtext> Rait M. A., Prochaska J. J., Rubinstein M. L. (2015). Recruitment of adolescents for a smoking study: Use of traditional strategies and social media. Translational Behavioral Medicine, 5(3), 254–259. https://doi.org/10.1007/s13142-015-0312-5</bibtext> </blist> <blist> <bibtext> Rosser-Mims D., Schwartz J., Drayton B., Guy T. C. (Eds.). (2014). Swimming up stream: Black males in adult education. New directions for adult and continuing education No. 144. Jossey-Bass.</bibtext> </blist> <blist> <bibtext> Rowland M. L., Isaac-Savage E. P. (Eds.). (2014). The Black church: Promoting health, fighting disparities. New directions for adult and continuing education. Wiley.</bibtext> </blist> <blist> <bibtext> Schreiber D. (1967). Profile of the school dropout. International Pan American Copyright Convention.</bibtext> </blist> <blist> <bibtext> Sipple J. W., Killeen K., Monk D. H. (2004). Adoption and adaptation: School district responses to state imposed learning and graduation requirements. Educational Evaluation and Policy Analysis, 26(2), 143–168. https://doi.org/10.3102/01623737026002143</bibtext> </blist> <blist> <bibtext> Sogunro O. A. (2015). Motivating factors for adult learners in higher education. International Journal of Higher Education, 4(1), 22-37. https://doi.org/10.5430/ijhe.v4n1p22.</bibtext> </blist> <blist> <bibtext> Tolliver D. V. III. (2020). The postsecondary enrollment of Black American men: The perceived influence of environmental factors. Unpublished doctoral dissertation; University of Arkansas.</bibtext> </blist> <blist> <bibtext> Tolliver D. V. III Kacirek K., Miller M. T. (2019). The perceived family and parental influence of African American men who enroll in community colleges. Cross-Cultural Communication, 15(1), 1–6. https://doi.org/10.3968/10938</bibtext> </blist> <blist> <bibtext> Zimmerman B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016</bibtext> </blist> </ref> <ref id="AN0163195022-14"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> </ref> <aug> <p>By Michael T. Miller; David M. Deggs; Valerie H. Hunt; Lona J. Robterson and Callie Embry</p> <p>Reported by Author; Author; Author; Author; Author</p> <p></p> <p>Michael T. Miller is a professor of Higher Education at the University of Arkansas and has previously served as a department chair, associate dean, and academic dean. He previously served on the faculty at the University of Alabama and as an administrator at San Jose State University and the University of Nebraska.</p> <p>David M. Deggs is Director of Academic Programs and Professional Faculty in the College of Innovation and Design at Texas A&amp;M University-Commerce. He was previously on the faculty at both Southern Methodist University and the University of Arkansas. He has held administrative positions with GED Testing Services and the Louisiana Department of Education.</p> <p>Valerie H. Hunt is an associate professor in the Political Science department and serves as the Associate Director of the Public Policy Ph.D. program at the University of Arkansas. Her research focuses on issues of inequality, employment discrimination, intersectionality and policy analysis, institutional transformation, and community development and empowerment. Her work has appeared in several journals including Race, Class, &amp; Gender, American Indian Quarterly, Social Science Quarterly, and Public Administration Quarterly.</p> <p>Callie Embry is a Distinguished Doctoral Fellow Public Policy PhD student at the University of Arkansas focusing on community development. She is the proud mother of 4 and lives in the rural community of Huntsville, Arkansas where she eventually plans to put her education to good use.</p> </aug> <nolink nlid="nl1" bibid="bib20" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib22" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib28" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib18" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib29" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib10" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib11" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib36" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib41" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib26" firstref="ref15"></nolink> <nolink nlid="nl11" bibid="bib21" firstref="ref17"></nolink> <nolink nlid="nl12" bibid="bib38" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib12" firstref="ref21"></nolink> <nolink nlid="nl14" bibid="bib37" firstref="ref22"></nolink> <nolink nlid="nl15" bibid="bib31" firstref="ref24"></nolink> <nolink nlid="nl16" bibid="bib23" firstref="ref27"></nolink> <nolink nlid="nl17" bibid="bib24" firstref="ref29"></nolink> <nolink nlid="nl18" bibid="bib25" firstref="ref30"></nolink> <nolink nlid="nl19" bibid="bib33" firstref="ref32"></nolink> <nolink nlid="nl20" bibid="bib30" firstref="ref33"></nolink> <nolink nlid="nl21" bibid="bib17" firstref="ref35"></nolink> <nolink nlid="nl22" bibid="bib16" firstref="ref37"></nolink> <nolink nlid="nl23" bibid="bib39" firstref="ref38"></nolink> <nolink nlid="nl24" bibid="bib14" firstref="ref39"></nolink> <nolink nlid="nl25" bibid="bib15" firstref="ref41"></nolink> <nolink nlid="nl26" bibid="bib40" firstref="ref42"></nolink> <nolink nlid="nl27" bibid="bib27" firstref="ref43"></nolink> <nolink nlid="nl28" bibid="bib13" firstref="ref44"></nolink> <nolink nlid="nl29" bibid="bib19" firstref="ref45"></nolink> <nolink nlid="nl30" bibid="bib32" firstref="ref47"></nolink> <nolink nlid="nl31" bibid="bib35" firstref="ref48"></nolink> <nolink nlid="nl32" bibid="bib34" firstref="ref49"></nolink> |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1374399 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Developing Effective Recruitment Strategies for African American Men to Earn Alternative High School Credentials – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Miller%2C+Michael+T%2E%22">Miller, Michael T.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4278-3870">0000-0002-4278-3870</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deggs%2C+David+M%2E%22">Deggs, David M.</searchLink><br /><searchLink fieldCode="AR" term="%22Hunt%2C+Valerie+H%2E%22">Hunt, Valerie H.</searchLink><br /><searchLink fieldCode="AR" term="%22Robterson%2C+Lona+J%2E%22">Robterson, Lona J.</searchLink><br /><searchLink fieldCode="AR" term="%22Embry%2C+Callie%22">Embry, Callie</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Adult+Learning%22"><i>Adult Learning</i></searchLink>. May 2023 34(2):79-90. – Name: Avail Label: Availability Group: Avail Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22High+School+Equivalency+Programs%22">High School Equivalency Programs</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Student+Recruitment%22">Student Recruitment</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22African+Americans%22">African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Equivalency+Programs%22">High School Equivalency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Equivalency+Tests%22">Equivalency Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Factors%22">Religious Factors</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22General+Educational+Development+Tests%22">General Educational Development Tests</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1177/10451595211073725 – Name: ISSN Label: ISSN Group: ISSN Data: 1045-1595<br />2162-4070 – Name: Abstract Label: Abstract Group: Ab Data: African American men have among the worst high school completion rates of any population in the United States. The consequences of dropping out of school are serious and include high levels of unemployment and incarceration. Attempts at recruiting these men to return to complete a high school credential have not been broadly successful, and the current study was designed to identify the best ideas and practices of recruiting African American men into high-school equivalency completion programs. Using a snowball-generated sample of eight adult education program directors, interviews were conducted to identify strategies and approaches for recruiting African American men. Ultimately, program directors comments resulted in three broad categories of successful recruitment: using personal relationships that connect with men where they are, strategically using social media and online resources that are directly targeted toward these men, and utilizing the relationships and support networks of African American church communities. Responding program directors also stressed the need to meet these men at the physical and psychological places where they are, recognizing that these points of contact can and will change as the men age and face different personal circumstances. The findings provide key information for high-school equivalency program directors as they construct purposeful recruitment plans that also include measures for assessing the effectiveness of their recruitment campaigns. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1374399 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1374399 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/10451595211073725 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 79 Subjects: – SubjectFull: Student Recruitment Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: African Americans Type: general – SubjectFull: Males Type: general – SubjectFull: High School Equivalency Programs Type: general – SubjectFull: Equivalency Tests Type: general – SubjectFull: Interpersonal Relationship Type: general – SubjectFull: Administrator Attitudes Type: general – SubjectFull: Social Media Type: general – SubjectFull: Religious Factors Type: general – SubjectFull: General Educational Development Tests Type: general Titles: – TitleFull: Developing Effective Recruitment Strategies for African American Men to Earn Alternative High School Credentials Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Miller, Michael T. – PersonEntity: Name: NameFull: Deggs, David M. – PersonEntity: Name: NameFull: Hunt, Valerie H. – PersonEntity: Name: NameFull: Robterson, Lona J. – PersonEntity: Name: NameFull: Embry, Callie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1045-1595 – Type: issn-electronic Value: 2162-4070 Numbering: – Type: volume Value: 34 – Type: issue Value: 2 Titles: – TitleFull: Adult Learning Type: main |
| ResultId | 1 |
