A Thesis Submitted in partial fulfillment of the requirements for the degree Education Specialist in the Department of Curriculum, Teaching and Educational Leadership in the School of Graduate Studies Alabama A & M University Normal, Alabama 35762 May 2005

1. Faculty Perceptions of the Effectiveness in Addressing the Retention of African
American Male Students at a Historically Black College
by
Howard G. Wright
A Thesis
Submitted in partial fulfillment of the requirements
for the degree Education Specialist
in the Department of Curriculum, Teaching and Educational Leadership
in the School of Graduate Studies
Alabama A & M University
Normal, Alabama 35762
May 2005
1

2. CERTIFICATE OF APPROVAL
Submitted by HOWARD G. WRIGHT in partial fulfillment of the requirements
for the degree of EDUCATION SPECIALIST with a concentration in HIGHER
EDUCATION ADMINISTRATION.
Accepted on behalf of the Faculty of the Graduate School by the Thesis
Committee:
____________________________
____________________________
____________________________
____________________________ Major Advisor
__________________________ Dean School of Graduate Studies
___________________________ Date
2

3. Copyright by
HOWARD G. WRIGHT
2005
3

4. This thesis is dedicated to my grandmother Vashti James who made the
commitment to change the fortunes of her second generation through education. It is
through her vision that a new generation of college educated professionals have risen
above the status quo set for children of an agrain society.
4

5. Faculty Perceptions of the Effectiveness in Addressing the Retention of African
American Male Students at Alabama A & M University
Wright, Howard, G., Ed.S. Alabama A & M University, 2004, 155 pp.
Thesis Advisor: Dr Phillip L. Redrick
The study examined faculty perceptions regarding the retention of African
American male students at Alabama A & M University. Using a 38-item questionnaire,
106 faculty members participated in a campus-wide survey in the fall semester of the
2004 Academic Year. The instrument examined faculty perceptions of the effectiveness of
institutional policy, the effectiveness of institutional support, the effect of workload on
the perceptions to institutional effectiveness, knowledge of institutional retention
programs for African American Males, and faculty perceptions of the effectiveness of the
retention program based on to race, gender, age, years of teaching, academic rank and
academic advising. Faculty in general was neutral on the effectiveness of institutional
policy, and support, revealed marginal knowledge of the mechanism of institutional
programs for African American male students. Their perceptions were consistent
irrespective of gender, age, years of teaching, academic rank and academic advisement.
Based on the data revealed, it is recommended that (1) the study is replicated at a private
Historically Black College or University, (2) the study be replicated at a predominately
White institution, (3) a study be conducted of African American males’ perception of
institutional program targeting their retention, and (4) a comparative analysis between the
retention results and the allocation of resources.
KEYWORDS: retention, faculty, institutional effectiveness, African American male
students, Historically Black Colleges and Universities
5

6. TABLE OF CONTENTS
CERTIFICATE OF APPROVAL ii
ABSTRACTS AND KEYWORDS v
LIST OF TABLES viii
LIST OF FIGURES xiii
ACKNOWLEDGEMENT xiv
CHAPTER
1. INTRODUCTION 1
Background and significance 6
Statement of the problem 10
Purpose of the study 10
Research questions 11
Need for the study 12
Limitations of the study 12
Definition of terms 13
2. LITERATURE REVIEW 15
3. METHODOLOGY
Introduction 37
Population 37
Sampling method 39
Research Instrument 39
Research Procedures and Design 42
Reliability and Validity 45
Statistical Method 46
4. PRESENTATION AND ANALYSIS OF DATA 47
Introduction 47
Profile of Participants 47
Research Question One 51
Research Question Two 59
Research Question Three 65
6

7. Research Question Four 69
Research Question Five 77
5.DISCUSSIONS, CONCLUSIONS, IMPLICATIONS, 83
AND RECOMMENDATIONS
Discussions 83
Conclusion 88
Implications 88
Recommandations 90
APPENDICES
A.Letter of Request Provost/Vice President 91
B.Letter of Request Vice President Oakwood College 93
C.Letter to Request Oakwood College Faculty 95
D.Letter of Request to Deans 96
E.Letter of Request to Faculty Members 97
F.Follow-Up Letter to Faculty Members 98
G.Research Instrument 99
H.Variable Description 97
I.Summary of Cross Tab and Chi Square 108
J.Frequency Table for Questionnaires 137
REFERENCES 149
VITA
7

8. LIST OF TABLES
Table Page
1.1992-1997 cohorts graduation rates for African American 8
males/females at Alabama A & M University.
2.Full time faculty by race and gender 38
3.Faculty by schools and department 38
4.Relationship between research questions and 41
questionnaire items
5. Date collection summary 45
6. Age and gender 48
7.Tenure status 48
8.Years of teaching 49
9. Academic rank of respondents 49
10.Courses taught 50
11.Number of undergraduate African American male 50
students advised per academic year
12.School affiliation 51
13.Retention policy clearly communicated and understood 53
14.Retention program aligned with policy and mission 54
8

9. 15.Retention policy encourage interaction between faculty and 55
African American male students outside the classroom
16.Program encourage faculty and staff to work collaboratively 56
to increase African American male students.
Page Table
17. Retention policy is aligned with the goals 57
18.Retention policy addresses the academic, 58
social, cultural environment essential for African
American male retention
19.Retention policy addresses social and 59
economic background of African American male students
20.The program include provision for addressing the needs of African
American male students 61
21. The institution allocates financial resources 62
to African American male students support
22.Freshman/new student orientation includes
segments that addresses the need of African American male students 63
23.Retention program encourages parental involvement 64
with African American male students
24.The institution recognizes and rewards 65
efforts of faculty to improve the retention of African
American male students
9

10. 25.Number of credit hours taught per semester 66
26.Time spent on committee work 67
27.Percentage of time spent interacting with African 68
American male students outside of classroom
28.Number of publications the past two years 69
29.The relationship between perceived work-loads 70
and institutional effectiveness
30.Training for faculty to address the problems and 71
concerns of African American male students
31.I am cognizant of the collegiate problems 72
of African American male students
Table Page
32.I am provided with an early alert on African American male 73
students who are having academic, social and other difficulties
33.I am provided with information regarding individual and 74
institutional services to assist African American male students
34.Institution tracking system allows for identification and monitoring 75
of African American male students progress
35.I am able to make contact with African American male students 76
through telephone calls
36.I am able to make contact with African American male students 77
through emails
10

11. 37. Number of undergraduate students advised per academic year 78
38. Office hours spent advising African American male
students per week 79
39.I use my advisement time to help African American male students 80
with personal and career goals
40.I provide African American Male students with information 81
that helps them make decisions concerning their major
41.I frequently refer African American 82
male advisees to counselors and tutors
42.I meet informally with students African American 82
43.Retention policy is clearly communicated and understood 109
44.Retention policy is aligned with policy and mission 110
45.Retention policy encourages interaction between faculty
and African American male students outside the classroom 111
46. Program encourages faculty and staff to work collaboratively to
increase African American male student retention 112
47. Retention policy is aligned with the goals of 113
African American male students
Table Page
48. Relationship between retention policy and academic, social 114
and cultural environment
49.Relationship between retention policy and social and economic 115
background of African American male students
11

12. 50. Retention policy includes provision for addressing 116
the needs of African American male students
51. Relationship between retention policy, financial resource 117
allocation
52.Relationship between retention policy and the inclusion of 118
segments for African American male freshman/new student
at orientation
53. Relationship between retention policy and 119
parental involvement with African American male students
54.Relationship between retention policy rewarding 120
and recognizing faculty efforts to improve the
retention of African American male students
55.Institution provides training for faculty to address the 121
problems and concerns of African American male students
56.Cognizant of the problems of African American male student 122
57. Provision with early alert on African American male students 123
who are having social and academic difficulties
58. Information is provided on services and individuals to assist African 124
American male students
59. The institution’s tracking system allows for monitoring 125
African American male students progress
60. I am able to make contact with African American male students 126
through telephone calls and selected variables
Table Page
12

13. 61. Making contact with African American male students 127
through emails
62. Number of African American male undergraduate 128
students advised per academic year
63. Office hours spent advising African American male students 129
64. Using advisement time to help African American male 130
students with their personal and career goals
65.Providing African American male students with information that
helps them make decisions concerning their majors 131
66. Referring African American male students advisees to tutors 132
67. Meeting informally with African American male students I advise 133
68. Collapsing Values 134
13

14. LIST OF FIGURES
Figure Page
1.Model of institutional departure 16
2. Model of undergraduate socialization 17
3. Weidman’s model of undergraduate socialization 18
14

15. ACKNOWLEDGEMENT
I must thank the faculty of Alabama A & M University and Oakwood College for
participating in the project and for the insight and knowledge shared on the project.
Special thanks to Dr. Phillip L Redrick, my thesis and academic advisor, for not only
providing guidance throughout the thesis experience, but for exposing me to the
intricacies of higher education administration.
I must also extend my gratitude to the other members of my committee, Dr.
Victoria W. Husley, Dr. James H. Stewart and Dr. D. Derrick Davis for the valuable
insights and continuous encouragement. Special thanks also must be extended to Dr.
William B. Gile and other members of the faculty of Curriculum, Teaching and
Educational Leadership for sharing their thoughts and experiences about education
administration.
Thanks must also be extended to the staff of Institutional Research notably, Dr.
Subodh Shrama for his assistance, and Dr Leatha Bennett from the Office of Retention
and Support for her encouragement and support.
My heart goes out to my family, grandmother Vashti James who instilled the
importance of a proper education. Also to Orlethia for enduring my countless hours from
home, for understanding my aspirations and endeavors and supporting them. To my
children Andrea, Rojae and Georgiana for giving daddy time to work undisturbed.
15

16. CHAPTER 1
INTRODUCTION
The issue of student retention is relevant to every institution of higher learning,
Black or predominantly White. Historically Black Colleges and Universities (HBCUs),
however, because of their unique mission in providing educational opportunities to all
students of African descent, have opted to attract and enroll a wide range of students from
various socio-economic and academic backgrounds, many of whom would not have met
the criteria for acceptance at predominately white institutions (Wilson, 2000).
Historically Black Colleges and Universities are becoming an increasing option
for many Black students. These institutions constitute only three percent of American
higher education; they educate 24 percent of all African American students enrolled in
four-year colleges, and award 24 percent of all baccalaureate degrees earned nationally.
In terms of gender, however, the percentage of male students at HBCUs has decreased in
recent years from a high of 47 percent in 1976 to approximately 40 percent in 1999-2000,
while the percentage of Black women has risen significantly to over 60 percent for the
same period (Wenglinsky, 1999).
African American males face several problems and hardships which affect every
aspect of their lives (Noguera, 1997). The national high school dropout rate in 1998 for
African Americans ages 18-21 was 19 percent and 14.3 percent for ages 22-24, with a
third of the states reporting dropout rates of higher percentages. Of the 1.7 million
African Americans males between the ages of 18-24 that completed high school,
16

17. approximately 36 percent entered college, compared to 46 percent for their White
counterparts (United States Department of Commerce, 1997).
The National Collegiate Athletics Association (2003) graduation report for
Division 1 HBCUs reported that the four-year graduation rate class average for African
American males was 29 percent, showing variations of a high of 42 percent at Hampton
University to a low of nine percent at Texas Southern University. More students,
however, are completing their degrees in five to six years rather than the traditional four
years. This is a completion rate of 34 percent compared to 43 percent for their White
counterparts (United States Department Commerce, 1997).
According to Davis (1999), the effects of racism, stereotyping, the
disproportionate placing of African American males in special education, under
achievement in reading and mathematics, low teacher expectations, negative peer
pressure, anti-schooling attitudes, drugs, gangs, the criminal justice system and the lack
of positive Black male influence in the home and schools have created enormous strain
on the psyche of Black male students. Many of these issues become unresolved in high
school and migrate with the student into the college experience, creating problems in
adjusting to the pressures and expectations of college life. Furr and Elling’s (2002)
research conclude that African American males come to college under- prepared for the
experience. They wrestle with adjustment expectations, as well as behavior and
responsibility issues. The result is fewer African American males earning their degrees
and completing their programs.
Wilson (2000) stated that African American males are not choosing to pursue
higher education at rates comparable to females. He further suggested stated that the
17

18. decline is due to the inclination to entering the military, entering employment after high
school, a relatively high incident of incarceration, and displays a lack of familiarity with
the college environment. He concludes that colleges are aware of the problems that
contribute to the decline in male enrollment but cannot create gender specific programs
due to court challenges to race and gender specific issues.Enrollment in college after high
school is the expected transition for most students as a means to improve their social,
economic and occupational standing; an investment, which usually pays off in the future.
For all demographic groups, workers who have completed at least their baccalaureate
degree are expected to earn over their lifetime in excess of over $1.0 million more than
those with a high school diploma (College Board, 2003).
Graduation from college, therefore, has financial implications over an individual’s
lifetime. This creates long-term economic problems that have social and political
consequences for society as it alters the productive future and social dynamics of the
Black family (Davis, 1999). Poor retention rates also have other effects. It has negative
implications for the students who drop out, the institution’s reputation is compromised
and revenues, which could be generated for academic, and student services, are lost
(Tinto, 1993).
Many administrators at HBCUs over the years have not had retention as an
institutional priority because their focus was on increased enrollment so as to reflect
increases in state budgetary allocations (Hurd, 2000). They have recognized that in order
to improve retention rates on their campuses it will take a collective responsibility to
nurture the psyche of the African American male by creating better college experiences
that address their needs (Davis, 1999).
18

19. Having acknowledged that retention is a serious institutional issue, efforts have
being undertaken to establish retention projects at most Historically Black Colleges and
Universities by making retention a part of their institutional mission. They have
established institutional strategies such as academic support services, remediation,
counseling and retention centers. These programs are aimed at developing academic
skills through remediation, social skills development and providing financial assistance
(Chenoweth, 1999).
While there are improvements in the freshman cohorts at most institutions, the
majority still struggle with retention of Black males with rather discouraging completion
rates (Chenoweth, 1999). According to Nittie et al (1994) the “fade out effect” has
trapped many institutions in which students at risk are asked to participate in programs in
which they have made significant improvements only to have these gains negated when
they move out of the programs.
Successful teachers of African American males have commonly helped students
develop an attachment for learning by dealing with student concerns, and have gained
their students respect. It is in developing personal alliances and relationships with their
students that they establish behavioral and academic standards. In the process they have
developed these students socially and emotionally by teaching self-confidence, attitude
development, leadership skills and responsibility for self and others. These teachers not
only have the required pedagogical skills to teach these students but also posses character
building traits which are necessary for these student’s survival (Davis, 1999). Foster and
Reele (2000, p. 12) state that “it is the style of teaching which requires an authoritative
parenting style which integrates acceptance, involvement, firm control and respect”.
19

20. A positive and nurturing environment is therefore significant for the Black male
retention, development and satisfaction with college. For faculty to truly change toward
a student centered professional retention mentality, educational planners have to place
high value on programs that improve retention and give staff the time and reward to
invest the effort to maximize the outcomes (Cuseo, 2003). According to Lidholm (2002),
“program mangers have to also take into consideration the compatibility between the
characteristics of faculty and the attributes of their work environment. A sense of fit
between faculty and their institution is important, because faculty perceptions and
behavior are known to affect their work environment” (p. 224).
According to Lee, Letiz, Noel, and Saluri (1985) a major source of resistance to
changing retention programs on campuses is faculty misconception of retention efforts.
They further postulate that “faculty is a critical part of any retention program but their
efforts should not be assumed, as they are subjected to a wide variety of pulls, which
involve investment of their time. They will select what they want to be involved with, to
what extent, and will give priority to those tasks that carry the greatest weight in the
reward system” (p. 399).
The needs of a diversified African American male student population are
constantly shifting with students of different age groups, socioeconomic backgrounds and
preparation levels. They bring to college different variables that affect their college
experiences, which have to be addressed collectively or individually for them to graduate
(Pascarella, 1985). For African American males, their plight is of serious concern which
will require evaluation of strategies employed and solutions found to ensure that the
majority of African American male students graduate in five to six years.
20

21. The problem of retention therefore, is a complex issue and requires intervention
from all facets of the college to make it a success. Faculty and program managers have to
work together on the same strategic plan, having a common understanding of the
dynamics of at risk students (Chenoweth, 1999).
Background and Significance
Alabama A & M University (AAMU) was organized through the effort of an ex
slave in 1875 and became a land-grant college with the passing of the Morrill Act of
1890. Alabama A & M University is located in Huntsville, a city of 186, 0000 residents,
with an enrollment of over 6,000 students during the 2003-2004 school year. It defines
itself as a center of knowledge through teaching and research, and provides baccalaureate
and graduate degrees, including Ph.D. degrees. It also provides vocational training and
public service in the form of agricultural extension as part of its land granting mandate
(Alabama A & M University, 2001).
The admission process is designed to accommodate students with different
educational backgrounds. As part of its mission, the institution;
1. Commits itself to the provision of a comprehensive program designed to meet the
challenges of the larger community and for providing programs necessary to adequately
address the major needs and problems of capable students who have experienced limited
access to education;
2. provides excellence in education and a scholarly environment in which inquiry and
discriminating minds may flourish; and
3. provides programs to adequately address the major needs and problems of capable
students who have had limited access to education.
21

22. The objective of each student entering the university is to graduate in a four-year
time-frame. The university is cognizant of its role in helping students to graduate within
this time frame, and the university examined the various factors contributing to them not
meeting those objectives. In recognition of its role in assisting the various cohorts in
graduating as scheduled , a study was conducted by Alabama A & M University in
1986-87 to examine the factors that contributed to student attrition.
A report, Increasing Student Success: A Campus Wide Retention Plan, (Alabama
A& M University, 1988) was developed by a task force on student retention. From this
report a strategic academic plan was developed. The model had four areas of attention
which included the following components: (a) academic advisement center to address
academic, social and psychological needs, (b) tutorial and referral service, (c) key
advisors (school level), and (e) major /academic advisors.
During the early nineties, data from the Office of Counseling and Student
Development indicated that the greatest attrition rate was occurring in the freshman to
junior years. To correct the situation, the university revised and improved its freshman
seminar and new student orientation program to reflect the skills necessary for college
survival. It also improved its learning community experience by instituting mandatory
campus residence for all freshmen living outside the city of Huntsville. The living
facilities were also upgraded to make them more students friendly and equipped with
study halls and computer labs.
The institution also expanded University College, the entry unit for all freshmen
and first-time students, to provide advisement and counseling, and for transfer students
with 31 or fewer semester hours. An adjustment was made to the curriculum to improve
22

23. and increase developmental programs, and academic services were developed to offer
specific services during orientation of new students. These initiatives contributed to a
75% return rate of the fall 2000 cohort for the second year, the third best result for four-
year colleges in the state of Alabama (Alabama Commission on Higher Education, 2001).
The six-year graduation rates of the respective cohorts (Table 1) between 1992
and 1996 indicated that less than a third of all African American males who were enrolled
at the institution were graduating in six years.
======================================================
Table 1.1992-1997 Cohorts graduation rates for African American
males/females Alabama A&M University after 6 Years
Year % males % females
1992 27.8 44.27
1993 27.34. 42.17
1994 32.33 38.4
1995 29.44 50.69
1996 31.88 44.89
Source: Alabama Commission on Higher Education: Completion and Retention
Rates Report, 2001.
In realizing that the services of University College could not carry out the
objectives required to meet the retention needs of all cohorts, the Office of Retention and
Academic Support (RAS) was created in 2001 with the mandate to coordinate and
implement programs and services to assist undergraduate students successfully complete
their degree.
The mission of RAS is to be instrumental in developing, coordinating and
implementing programs and services to assist students with successful degree
23

24. completion. It also designed programs to assist students in reducing acclimatization,
stress, and make connections with peer and faculty so as to improve their chances for
graduating. RAS was designated to work with all academic departments, student services
and all academic support units to help students reduce the obstacles that prevented them
from completing their degrees and foster interaction among students, faculty and staff.
Tinto (1987) and Braunstien and McGrath (1997) emphasized that nearly 85% of
student departures are voluntary and occur even though most students maintain adequate
levels of academic performance. Administrative personnel, faculty members and staff
therefore, must develop an understanding of students who withdraw and the reasons why
they do. Programs that are designed must have inputs from administration, academic
staff, alumni, and student services. They have to work together and be on the same
strategic plan, having a common understanding of the issues and concerns of students at
risk.
It is imperative that the perceptions and the experiences of individuals be
examined so that decisions made are guided by research (Levin & Levin 1992). Levin
and Levin et.al further stated that in order to improve retention rates for at-risk minority
students, program developers will benefit from consultation or collaboration with
researchers and faculty in the areas of student life and curriculum development.
Braunstien (1997) indicated that if this does not occur the institution will have several
departments with an abundance of retention programs with different budget systems and
responsibilities offering relevant, but non- coordinated and segmented services.
Changes in academic and essential program objectives are usually based more
frequently on the planner’s assumptions, personal convictions and perceptions
24

25. (Braunstien, McGrath, 1997). Administrators, therefore, must pay attention to the
compatibility between the characteristics of faculty and the factors that affect their work
environment (Lidholm, 2002). Faculty have to be challenged to be not only facilitators of
learning but also be able to accommodate the problems and experiences of African
American males and lend their support in enhancing their collegiate experiences
(Spradley, 2001). The perceptions of faculty regarding program design and
implementation becomes critical in successful planning, executing and evaluating any
initiative to improve retention. If faculty perceives that there is no fit between them, their
institution, and work environment, then their participation in programs will be affected
(Braunstien, McGrath, 1997).
Statement of the Problem
The primary issue investigated in this study is: What are faculty perceptions
regarding the institution’s retention program for African American male students as
related to race, gender, age, years of teaching, academic rank and academic advising?
The Purpose of the Study
Several studies have been conducted on the retention of African American
students at Predominately White Colleges and Universities (PWCUs) and at HBCUs, but
little research as been conducted on the perceptions of faculty regarding their perception
of institutional initiatives that affect the retention of male African American students.
According to Hickenson (2002) limited research has also been conducted with respect to
gender and race at HBCU.
The purpose of the study is to contribute to the body of research on student
25

26. retention by investigating faculty perceptions regarding a historically black institution’s
retention program for African American male students as related to race, gender, age,
years of teaching, academic rank, and academic advising.
Research Questions
The following research questions guided this study:
1.What are faculty perceptions regarding the effectiveness of institutional
policies for increasing the retention of African American male students?
2.What are faculty perceptions regarding the effectiveness of institutional support
for increasing the retention of African American male students?
3.How do workload influences faculty perceptions of the effectiveness of the
institution’s retention program affecting African American male students?
4.What knowledge do faculty members possess regarding the institution’s
retention program?
5.How do faculty perceptions differ on the effectiveness of the institution’s
retention program with respect to race, gender, age, years of teaching, academic
rank, and academic advising?
The Need for the Study
The study will be useful to the entire university community and specifically to:
1. The Board of Trustees – The study will provide information, that will assist the board
in formulating and amending institutional policies regarding student retention.
2. The President – It will provide the President with information regarding faculty
perceptions of student retention and how institutional retention policies are implemented.
26

27. 2. The Provost/ Vice President of Academic Affairs and The Vice President for Students
Affairs – It will provide these senior administrators with information regarding faculty
perceptions of retention programs that can be used as a benchmark to determine
acceptable faculty engagement.
3. Dean of University College/ Office of Retention and Support – It will provide
information from the faculty’s perspectives on the effectiveness of the institution’s
retention program for African American male students.
4. Deans and Department Chairs – The information will be useful to these academic
leaders to serve as a tool for improving faculty participation in retention initiatives.
5. Faculty- To make faculty aware of their role and expectations by students, and the
institution in fulfilling the retention mandate.
Limitations of the Study
1.The sample was limited to full-time faculty (9-12 months) employed by the
university during the 2003-2004 academic year.
2.The study was limited to one Historically Black Public University.
3. The variables associated with retention in this study were limited only to faculty
perceptions, and do not take into consideration other factors such as students’
socioeconomic background, college satisfaction, financial aid, and first generation
college entrants.
Definition of Terms
27

28. 1. Institutional Policy. Clear and explainable university policy that is central to the
institution and approved by the board of trustees.
2. Institutional support. Allocation of funds, personnel, facilities, technology, and other
essential resources.
3. Historically Black Colleges and Universities. Institutions established before 1960 with
the primary intention of educating African Americans.
4. Retention – The flow of students through the university within a 1-6 year time period
and is reflected in the way students enroll, complete their degree
requirements or drop out.
5. Faculty Workload. Time spent in teaching, research, service and professional
activities.
6. Full- time faculty. Individuals employed by the university on a 9-12 month contract,
who teach a minimum of 6- 9 hours credit hours per semester as
graduate faculty, and 9-15 credit hours per semester as
undergraduate faculty
(American Association of University Professors, 2003).
7. Research and professional activity. Scholarly endeavors beyond those required for
effective teaching; the results intended for publication, dissemination for
evaluation or criticism by peers in books, scholarly journals or
professional meetings (American Association of University
Professors, 2003).
8. Years of Teaching. Number of years spent participating in classroom teaching,
directed studies, and supervised field work, grading, advising, and
28

29. directing thesis or dissertation, serving or graduate or thesis
committees at the institution sampled.
9. Frequency of Contact. Interaction with students in and out of the classroom.
Organization of the study
The remainder of the research report presents the chapters beginning with the
review of the literature in Chapter two. The literature review is divided into (1)
theoretical perspective, (2) impact of institutional policy on retention, (3) impact of
faculty support, (4) impact of gender, (5) impact of workload, and (6) impact of years of
teaching. In chapter three the research methodology is presented while chapter four
provides the presentation and analysis of the data. Chapter five presents the findings,
conclusions, recommendations and recommendation.
29

30. CHAPTER 2
LITERATURE REVIEW
Theoretical Perspective
To understand the factors that are expected in a successful retention program there
has to be an examination of how the students’ environment in and out of the institution
affects their persistence. Austin’s (1985) theory of involvement concludes that for
students to be successful they must be involved with their environment and exploit the
opportunities available.
Tinto’s (1987) theory of institutional departure depicts the impact of student
environment on persistence (see Figure 1.). Tinto stipulated that students enter college for
various reasons including personal, family, academic characteristics, college disposition
and goals. These have to be modified and reformulated through longitudinal interactions
with individuals and structures in both the academic and social system of the institution.
Satisfying encounters will lead to greater integration by the student and enhances the
student retention chances. Negative interactions, on the other hand, will distance the
student and create marginality and withdrawal (Tinto, 1987).
30

31. Fig 1. Model of Institutional Departure
===============================================================
Source: Tinto, 1987, Leaving college: Rethinking the causes and cures of student
attrition. (p.114) Chicago: University of Chicago Press.
Tinto (2002) stated that persistence by students is related to the level of
integration of the student within an institution and the feelings they experience as they try
to fit into the community. Students, he concludes, must feel that their goals are aligned
with the institution’s goals and must have sufficient interaction to feel that their goals and
values are the same as the organization’s.
Pascarella’s general model for assessing changes ( see Figure 2) also emphasizes
environmental variables effect on retention. He stated that college background, pre-
college traits, the structural and organizational characteristics of the institution, the
college or university environment influences student interaction and socialization. He
concludes that student retention is determined by the quality of the student effort to
31

32. socialize and interact with socialization agents such as peers, faculty, and the effort in
learning and developing.
Fig 2. Model of Undergraduate Socialization
===============================================================
===============================================================
Source: From Pascarella, E. (1985). College environmental influences on learning and
cognitive development: A critical review and synthesis. (p.50) New York:
Agathon
The Weidman model of undergraduate socialization, takes into consideration
socialization and psychological influences on a student’s effort to change their behaviors
(see Figure 3). Student behavior within a college structure and the organizational setting
can be influenced by groups out of the college environment such as parental socialization,
church, other community organizations, peers and employers. When they become
exposed to the college normative and socialization experience they have to make a
decision to maintain or change their aspirations or values that they had on entering
32

33. college. The encounters with peers and faculty will help the student decide on career,
lifestyle preferences, values and aspirations.
Fig 3. Weidman Model of Undergraduate Socialization
===============================================================
===============================================================
Source: Weidman, J. (1989). Undergraduate socialization: A conceptual approach. In J
Smart (Ed.), Higher education: Handbook of theory and research (Vol.5). New
York: Agathon.
Molnar (1996) stated that social and psychological outcomes are important
contributions to predicting retention but his analysis concludes that the only variables
associated with social integration that encourage persistence were those that support
academic involvement, credit hours attempted, prior expectation of graduation, and
participation in orientation course.
Bean (1980), in his model of attrition, also supports the notion that environment
shapes students behaviors and attitudes. He postulates that different types of students in
33

34. the same institution differ in their types of economic and social experiences. Social and
academic integration in the institution affect student persistence at different times during
the college experience. The intentions and approaches are shaped by attitudes and
experiences, intentions, background, environment and behavioral outcomes. These
factors, he concludes, affect students intentions to leave the university.
According to Diola (1996) the typical construct of these models includes parental
approval, financial attitudes, and opportunity to transfer, courses, encouragement from
friends, institutional quality fit, academic integration, social integration, institutional
commitment, goal commitment and interest to persist. The research concludes that
academic and social integration are considered as longitudinal outcomes, and their
measurements focus on events or outcomes that take place within the college experience.
If college experiences are critical in examining retention status, efforts of
Historically Black Colleges and Universities and open admission colleges to identify
those who are likely to withdraw prior to, or shortly after enrollment is not the correct
procedure. Diola (1996) concludes that the focus should be on students early in their
college experience, the student/college match, culture, and the initial experiences of the
students, academic advising, and support services.
Impact of Institutional Policy and Support
In a comprehensive model on black student retention Credle and Dean (1991)
stated that colleges must examine their philosophy and mission, asses the institution’s
ability to work with black students and assesses black students’ academic and social
readiness. They conclude that when the students enter college, the advisor, staff and
34

35. faculty must establish rapport with them, help them work within the organizational
structure, assist with career and the world of work, and adopt services to support these
endeavors.
According to Cuseo (2003) academic advisors are in an ideal position to connect
with students rather than academic support personnel. Johnson (1997) stated that it is the
people who come face to face with students on a regular basis who provide the positive
growth experiences for students that enable them to identify their goals and talents and
learn how to use them. Tinto (1987) stated that academic advising is the only structured
activity on campuses in which students have the opportunity to have one to one
interaction with a concerned representative of the institution. Academic advising
therefore is one of the major social and academic domains of the college experience that
decide if students leave or stay. Johnson (1997) also stated that advising is not an isolated
process, as retention efforts must be focused on all components of the campus and the
university. He postulates that colleges and universities must build an effective and strong
connection between advising programs and various components on campus. Wyckoff
(1999) in his research concludes that one of the key factors that contribute to poor
advising is lack of consensus about the role and function of the advisors.
Milem (1996) stated that involvement influences students’ perception of
institutional support. His findings suggest that early involvement of the student with
faculty have positive effect on student persistence therefore, students must not only be
encouraged to be actively engage with their peers but also with their professors. Mohr,
Fiche, and Sedlacek (1998) in a study of non- returning seniors concluded that the
retention of seniors is best predicted by dissatisfaction with academic guidance,
35

36. dissatisfaction with access to school information, dissatisfaction with quality of
education, and the feeling of institutional alienation. This is further supported by Furr and
Elling (2002) who found a negative relationship between not knowing about campus
programs, interest in the university, and retention.
Furr further postulated that the university should collect information prior to the
student entering college and after the student begins so that they can have information
from the students concerning social integration, involvement in and out of class
experiences, program activities, financial needs, and intentions to work through
structured climate surveys. He stated that if faculty members are aware of this
information they can develop profiles to help students monitor and balance their various
activities, interact on the student’s behalf with financial aid, provide information for
counselors, residential hall advisors and other faculty members before the student’s
problems become insurmountable.
Shwitzer (1993) stated that persistence through graduation was related positively
to voluntarily seeking help. In his study he stated that as voluntary use of counseling
increased, the academic performance of second year at risk students who participated in
brief mandatory counseling improved dramatically. According to Boyd (1987) many
students who are at risk however, fail to avail themselves of the resources provided for
them by their universities. He stated that in the interest of academic retention, colleges
and universities must take a proactive stance by contacting students at risks to offer them
specific services.
Friedlander (1980) stated that at-risk students are less likely than low- risk
students to seek assistance from academic related programs, become involved in college
36

37. activities or report that college is helping them to make academic progress. Requiring
these students to participate in remedial programs generates it own problems as these
students become isolated from the general student population. Visibly distinguishing
these students creates a sense of inferiority and separateness. He postulates that program
staff and faculty should go after these students to increase the likelihood of the students
making use of campus resources. High-risk students he concludes should be worked with
closely to develop their confidence, skills, and interest in learning.
One of the key reasons for students at-risk not seeking assistance is the
communication apprehension that exits. According to McCroskey (1989) communication
apprehension is conceptualized as a casual agent in student success. He stated that this is
implicated in both academic and interpersonal success. From his study the results
indicated that students with communication apprehension were more likely to drop out
and attain lower grade point averages compared to students with low communication
apprehension. The impact is strongest in the first two years of school. Hawken (1991)
further confirmed that the social confirmation dimensions of communication competence
differentiate persisters and non persisters up to four years in college. Cuseo (2003)
suggested that the institution should deliver academic support intrusively by initiating
contact with students and aggressively bringing the support services to them, rather than
hoping the students will take advantage of them in their own time.
Tinto (1975) stated that out-of-class contact with students has a powerful effect
on the persistence of students who are “withdrawal prone”. Tinto (1997), in his study of
high-risk students, found that every student who persisted had cited someone on the
37

38. faculty who has made contact with them outside of the classroom. This becomes more
apparent when it is embedded into the institutional mission.
The perception of the extent that a program shares in the institutional mission is
an important component to faculty participation in any program. Faculty who buy into
institutional mission report greater satisfaction than those who consider the mission
irrelevant (Padilla, 2000). Thomas, Giles and Green (1994), on the other hand, stated that
faculty should be convinced that retention is important and the problems associated with
student retention are a part of the college life. According to Thomas, Giles and Green
retention effort, should be organized for faculty and students to understand how to
receive and take advantage of the available assistance.
According to Saluri, Levitz, Noel and associates (1985) “there are at least five
factors that determine the success in organizing a campus effort to confront the issue of
retention. They are (a) institutional climate, (b) definitive objectives, (c) well conceived
strategy for achieving these objectives, (d) involvement of key faculty members and
administrators, and (e) specific and realistic recommendations” (p.432).
According to Pascarella and Terenzini (1991) institutional climate can influence
faculty members if there activities have some reward. They stated that faculty cannot be
expected to have an involvement in out-of-class student activities if they are recruited for
research and whose research brings them more prominence than involvement with under
graduate students. Faculty recruitment and reward, therefore, should focus on reflecting
the seriousness of the institution to retention.
38

39. The Impact of Faculty Support
Bandura’s (1997) theory of self-efficacy postulates that problems are affected by
environmental and prior experiences. Individuals who are motivated to pursue a course of
action and the way they support environmental initiatives are affected by self-efficacy.
Self-efficacy and outcome expectations are beliefs about whether the outcome is worth
pursuing. Expectations of a person’s efficacy determine whether behavior will be
imitated, how much effort will be expended and how long the effort will be sustained in
the presence of obstacles.
Commitment of faculty, as well as the institution, is central to higher education’s
program success. Armon (1995) stated that faculty want to help their institutions, and
administrations should communicate with them openly, honestly, and frequently in face-
to-face dialogues centered on their mission. Armon (1995) further found that
commitment to an organization by faculty does not change due to faculty age, gender,
length of employment, teaching load, marital status, tenure status and highest educational
degree achieved. Organizational commitment, he postulates, correlated positively with
perceptions of openness of communication system, professional growth opportunities,
socialization opportunities, pay satisfaction and personal agreement with collegiate
mission.
A study conducted by Sydow and Sandel (1998) to determine the reasons behind
the high rate of student attrition indicated that student faculty interaction had a stronger
relationship to student satisfaction then any other variable. They reported that academic
advisors gave their advisees encouragement and support, helped them define their goals,
39

40. sent notes, made phone calls, visited advisee, discussed dropping out, emphasized class
attendance, and referred advisees to counselors and tutors.
This is further supported by Carerra, Nora and Castaneda (1993) who suggested
three issues that have significant impact on students thought of leaving the university,
faculty members who have been psychologically supportive of the student’s needs,
faculty who return phone calls and emails in a timely fashion, and faculty members who
are approachable. The research also contends that faculty who help students gain
competency and self-worth, and who want students to succeed have implemented more
meaningful strategies for effective intervention. From the student perspective,
undergraduates value faculty who function very effectively as mentors and counselors,
are accessible and available, are knowledgeable and helpful, are personable and helpful,
and act as a humanizing agent.
Henderson (2002) found that the majority of students at a historically black
college felt it is most important to have someone who cares about their future and has a
vested interest in their education. Race, the research revealed, had nothing to do with the
quality of the individual. Lee (1999) also said that the race of the faculty members was
not important in facilitating minority-mentoring relationship but it was the quality of the
interaction that was important. Lee further postulates that students expected a faculty
advisor to help them gain insight of the dominant culture, to help them succeed both in
attaining their degree and securing employment in their career field. According to Lee,
Noel, Letiz and Saluri (1985) “ among the characteristics of those persons with the
greatest potential to retention projects seem to be those with (1) knowledge of students
40

41. concern and behavior, (2) clout and credibility within the institution decision mechanism,
and (3) time to attend regularly scheduled meeting” (p.42).
Many faculty members may not be aware of the impact of these factors on
retention. Braunstein & McGrath (1997) stated that there should be informal discussions
as well as formal opportunities to discuss and propose ways by which the issue of
retention should be addressed. As part of that dialogue he postulates that the focus
should be on both the functional and substantive reality of institutional life so that
stakeholders are less disengaged and have greater participation. He suggested that those
responsible for retention share the predictors of retention with members of the
community so that they can be sensitized to needs of the students. It is then that room can
be allowed for the design that is conducive and adaptive to the academic environment.
For faculty to truly change towards a student-centered professional advising
mentality, educational administrators have to place a high value on academic advisement
as a professional responsibility. Lowe (2000) said that in comparing student satisfaction
with academic advising the frequency and contact with faculty greatly predicts student
satisfaction. He also indicated that academic advising varies greatly across colleges,
between student groups, and there was a difference in the perception of advising based on
the student status. In order to bring about a more effective advising system, Lowe (2000)
recommends that advising be recognized as a high priority activity, advisors be trained,
advising responsibilities be defined, materials be improved and become more widely
available, there must be accountability, evaluations be conducted and reward measures be
instituted.
41

42. Research has shown that faculty influence affects retention of students more than
any other group and is a good predictor of student retention. Faculty transforms many
students from deprived backgrounds into competent confident black professionals.
Students who interact with faculty frequently report significant increases in educational
satisfaction and consider the caring attitudes as the most important factor contributing to
their degree completion than any other variable (Tinto, 1975; Austin, 1977). Out- of-
class contacts with students have a perennial impact on students who are “withdrawal
prone”. Frequent faculty contact in and out of the classroom, whether it is in the form of
advising, mentoring and counseling, requires time and commitment for it to be successful
(Astin, 1985). The present system as it exists does not allow faculty to contribute
effectively to their professional endeavors, meet their academic responsibilities and serve
the needs of male students (AAUP, 2003).
For faculty to invest time and effort in addition to teaching, research and
publishing it will be reasonable to expect some form of compromise. According to Boyer
(1991), faculty research and scholarship should be more broadly defined to include the
advising and retention process, and it should be apart of the tenure process. He further
stated that for institutions to make high quality advisement a reality, advisors need to be
aware of the position and commitment of the institution towards advising, be given the
time to do it, know that the time will be counted to their promotion and tenure, maintain
advisee ratios that are small enough to deliver personal advising, provide strong incentive
for students to meet their advisors, identify effective advisors and position students who
are at risk in their major area so they are declared to the advisor during their first
semester.
42

43. Berger (1996) indicated that various forms of involvement did influence students'
perceptions of institutional support and peer support. In turn, these perceptions of support
appear to have an effect on students' levels of institutional commitment. Of greater
significance, he reported, was early involvement with faculty, which tended to have a
positive role in molding student persistence.
Faculty, know that the demands of tenure and promotion are vested in scholastic
achievement. Faculty members would like to be considered as scholars and not just
teachers. They believe that research and teaching are complementary and not competing
activities. While administrators reiterate that teaching is priority they expect faculty to be
involved in research and service actives along with their standard teaching load
(Sharobeam & Howard, 2000).
Historically Black Colleges and Universities do not function under the publish or
perish philosophy. Administrators under pressure from public policies, legislation and
cost constraints have increased teaching loads for faculty, which have decreased the
quality of their research and give less time to scholarly activities. An increase in student
to faculty ratio decreases the educational quality which underscores retention initiatives
(Massy and Zemesky 1994). Studies by Wagner (1994) found that faculty promotion and
tenure decisions are marginally affected by excellence in teaching and are mainly based
on faculty research activities. Research is not only essential for promotion and tenure but
also for career and professional development.
The changing demands of students, the demand to carry out productive research
and invest in the service components can create tension and resentments in addressing
program objectives associated with the African American males. For a faculty member at
43

44. a historically black college, a conflict can arise between racial uplift goals of working to
improve and advance the condition of one's race, promotion and tenure obligations.
Faculty can have societal and community impacts through their research but faculty have
to make decisions every day between obligations that are focused on individual
accomplishments, such as publishing a research article, and obligations to race-related
service activities (Townsend, 2003).
The overrepresentation of minority faculty in service involvements has a few
interesting twists. As long as faculty is not supporting community service initiatives, then
community service initiatives will be marginalized (O’Meara, 2002). Furthermore,
according to Ascher (1991), as long as service is marginalized and under rewarded in the
academic work hierarchy, faculty who are extensively involved in service and who are
not tenured will risk the ultimate, which is marginalization and denial of tenure for failure
to engage in the activities that are rewarded through promotion. Omera (2002) support
this further by stating that the dilemma presents a challenge for scholars interested in
service roles and campuses interested in creating a service culture. Faculty support for
programs, he conclude will depend on their perception to programs that require constant
interaction between faculty and students and which infringes on time for activities
affecting their tenure.
The Impact of Gender
Bonner (1995), in examining the perceptions of African-American male and
female faculty and administrators in areas such as promotion, tenure, institutional
climate, and professional life, indicated significant differences by gender in response to
items assessing the subjects' perceptions of promotion, tenure, institutional climate, and
44

45. professional life. Female subjects reported lower satisfaction with their professional lives,
reported a greater sense of isolation on campus, and reported differential and more
negative treatment by colleagues. Bonner (1995) stated that women faculty is reporting
greater pressure, more so than their male counterparts, as they have had to juggle family
and academic responsibilities. Buck (2003) also stated that women faculty, because of
their traditional role, are expected to provide more service to their students, the
department, and institution in greater measures than their male colleagues.
Bonner (2001), in a study on gender issue at Historically Black Colleges revealed
that black women continue to experience a pattern of location at the bottom of the
employment, rank, and tenure ladder. Moreover, they indicate that in relation to barriers
to promotion, exclusion from the curricula, a chilly climate in the workplace and
classroom, and sexual harassment. Black women face the same obstacles at HBCUs as
they do at predominantly white institutions, because most of these institutions lag behind
in addressing gender issues. Black women on faculty are also faced with the issues
relating to managing career and family, attaining tenure, overcoming external barriers,
and establishing support systems (Bonner, 2001). Dey (2002) reported that tenure status,
race, gender and household/childcare roles all produced significant level of stress for
white and black women faculty but non-white women report higher rates of stress related
to subtle racism.
Racial uplift is a concern for students as well as faculty. Involvement with
external racial communities through service is an important mechanism for faculty and
students to contribute to their racial community (Harris, 1995). Depending, therefore, on
supportive network that exits and the development culture that encourages participation
45

46. by faculty in most critical retention discussions, female faculty perception and
participation will be affected. If there is no focus on institutional climate, support systems
and networks, role ambiguity and role overload, the connections between racism and
sexism, along with other systemic barriers facing black women faculty in the academy,
then women participation in retention program will be affected (Bonner, 2001).
According to Allen (1998), there is a gender gap in public doctoral institutions.
Men and women give different priorities to their work responsibilities. Males in general,
he postulates, spend more time on research than teaching and publish more frequently
than their female counterparts. They work more hours irrespective of their ethnicity.
Female faculty, on the other hand, devote more time to teaching and spends less time on
research and publish less.
Impact of Work Load
Jane Buck (2003), in her presentation to an AAUP conference underscores the
plight of faculty at Historically Black Colleges by stating “the problems of individual
faculty members of HBCUs are of great concern. Faculty members of HBCUs complain
of crushing teaching loads coupled with accelerating demands for research productivity,
lack of effective participation in governance, pathetically low salaries, increasingly
difficult time criteria for promotion and tenure.” (p.4)
The AAUP (2004) guidelines states that “only in extraordinary circumstances will
tenure track, probationary faculty be called to teach more than 9 credit hours per
semester.” (p.3). Annual criteria for such faculty are 60% teaching, 30% research and
10% service. According to the National Center for Education Statistics (1999), full-time
faculty members work about fifty-five hours a week, and part-time faculty work nearly
46

47. forty. With a further decrease in most state appropriation for higher education, faculty at
Historically Black Colleges and Universities are teaching more courses, have larger
undergraduate classes and are working 48-60 hours per week (AAUP, 2003).
Faculty role and workload are usually shaped by academic culture include values
and incentives that tend to be in large part disciplined related and institutionally driven
(Amey, 1995). Workload is critical in creating work situations that allow faculty to meet
criteria for promotion and tenure. Workload imbalances or inequities, also, can lead to
significant morale problems within the faculty unit. Dissatisfaction with workload
allocation and possible inequities among faculty creates faculty dissatisfaction and
problems with cooperation. For these reasons programs should ensure that workload
policies cover all faculty roles, and are clearly stated and fair to all faculties. Equally
important is a faculty based mechanism to monitor the implementation of these policies
and one that pays special attention to differences based on race, gender, and rank
(Seaberg, 1998).
Four work environmental factors mostly connected with stress are exhaustion,
alienation, low self-esteem, and depression. These occur most often where there are high
teaching loads, low institutional support including pay and satisfaction, low participation
institutional governance and loss of satisfaction with academic life (Wills, 2000). The
workload of faculty requires great time management in balancing professional lives, work
environment and situations occurring on the job itself. Faculty who try to get more done
in less time frequently experience academic “burn out”, frustration and work related
stress (Plane & Jacob 2000).
47

48. Plane and Jacob (2000) also maintained that time management is generally seen
as effective when individuals can control their work. If there is no great organizational
effectiveness and faculty are not able to manage academic stress and work related
pressure they will “burnt out”. When faculty workload is tremendous and stress is not
managed the result is lessened job satisfaction, depression and family difficulties. Plane
and Jacobs (2000) conclude that if faculty believes they have control of good and bad
outcomes in their lives they will be better able to cope with the stress related to academic
workload.
Impact of Years of Teaching
According to Knight (2002), attempts to improve teaching are often focused on
beginning teachers but there are indications that older teachers are losing teaching service
vitality. Knight contend that “ faculty exhibit a general displacement energy in the
second half of their careers and have a tendency to exhibit withdrawal from work, exhibit
less activism and zealousness about the pursuit of service excellence.” (p. 76). Knight
(2002) further stated that attempts to improve teaching are often focused on younger
faculty who tend to be more active due to tenure and promotion obligations but older
faculty is losing teaching service vitality. Most still do teach but they face new
challenges, new teaching mandates, a more diverse student body and new policies but
tend not to engage in instructional, developmental and professional activities.
According to Rosa (2003), faculty becomes polarized as the privileged elite of
older tenure males who teach graduate students and have time available for research.
According to the National Education Association (1995, 2001) recently hired full- time
faculty (five years or less) are less likely to have tenure or be on tenure tract than is the
48

49. case of full- time faculty members. The study concluded that tenured faculty members
publish more, teach more classes, serve on more committees, have more contact with
students, and receive higher salaries than those who are on tenure tract.
Lindholm (2002), in a study on understanding faculty work experience and its
relationship, looked at faculty members assessment of fit, intellectual stimulation
social/economic and structural support based on gender, career stage and departmental
affiliation concludes that the importance of university based associations tend to decline
as faculty become established in their careers. This, he stated, can create conflicting
dimensions for faculty work and individuals as institutional characteristics operate
together to affect organizational community.
Summary of Literature Review
African American male student retention is affected by social and psychological
experiences associated with their environment before and after they entered college. They
have different experiences and expectations upon entering college that must be molded
and guided within the college environment so that career and graduation expectation are
achieved. For this to occur social programs have to be designed to help at risk African
American male students with academic and social integration.
The cornerstone for its success is faculty student socializing and interaction in or
out of the classroom. Faculty role in retention program success reflects the variety of
roles they play, whether it is advisor, mentor or teacher. Their interaction and reaction to
African American male students can determine their persistence to graduation.
49

50. The literature cited showed that:
1. Faculty participation in retention programs is impacted by clearly
defined institutional policies, goals and resources.
2. The success of retention initiatives for African American male students
will be impacted by the frequency of informal or formal interaction with
faculty in and out of the classroom. The level of support will be
determined, if it is consistent with faculty personal and professional
goals.
3. Faculty, irrespective of gender, face the same professional issues
throughout their careers, however women faculty because of their
traditional roles are expected to provide more service to students than
their males colleagues. They also have additional issues relating to
family and career, which can create overload and role ambiguity. This
can affect their participation in retention programs.
4. High teaching loads at Historically Black Colleges and Universities can
create dissatisfaction and faculty cooperation. Workload must seem fair
and equitable and faculty must be able to balance both their professional
lives and participate in activities such as retention.
5. Recently hired faculty in trying to establish their careers are more active
and vibrant and show a willingness to accommodate a more diverse
student body. More establish faculty members on the other hand are
more involved in research, teach graduate students and involved with
policy issues. An environment thus has to created for both groups to
50

51. work together in their different dimensions to improve African
American male student retention.
The literature cited postulates that there are connections between faculty
participation in intrusive programs based on their ability and willingness to manage and
balance academic and social responsibilities. Research also show that the level of
institutional commitment, tenure, faculty workload, gender of the faculty and years of
teaching, are embedded in the visages of academic life, and do affect participation.
Faculty perceptions are based on interrelated variables molded into their academic
experiences and campus environment.
51

52. Chapter 3
Methodology
Introduction
The purpose of the study is to contribute to the body of research on student
retention by investigating faculty perceptions regarding a Historically Black University’s
institutional retention program for African American male students as related to race,
gender, age, years of teaching, academic rank and academic advising.
This chapter presents information regarding (a) the population, (b) data collection, (c)
research instrument, (d) research procedures and design, and (e) data analysis.
Population
Permission to complete the study was received from the Provost and Vice
President for Academic affairs (see Appendix A). A request was made to Institutional
Research and Planning for a list of the full time academic faculty for the 2003-2004
school year. The population for this study consisted of 250 full-time faculty at Alabama
A & M University.
As shown in Table 2 the racial profile was 50.3% Black non-Hispanic, 28.8%
White non-Hispanics, 13% Asian Pacific Islander, and 7.2% Non Resident alien. The
population also consisted of 187 or (65.1%) male faculty and 108 or (36 %) female
faculty.
52

53. Table 2. Headcount of full-time faculty by race and gender, 2003-2004
===============================================================
Gender Black-Non White Non Asian Pacific American Non Resident
Hispanic Hispanic Islander Indian Alien
_______________________________________________________________________
Female 36.6% 35.7% 23.7% 0 4.8%
Male 63.3% 64.3% 76.3% 1 95.2%
Race as 50.3% 28.8% 13% 0.03% 7.2%
A % of
Total___________________________________________________________________
N = 295
Table 3 shows the full-time faculty from schools and departments across the
institution. The School of Arts and Science comprise of 100 faculty, Agriculture and
Environmental Sciences has 60, Business with 28, Education 60, and Engineering and
Technology 47.
Table 3. Faculty members by schools and departments
===============================================================
Full Time-Faculty
Agriculture and Environmental Sciences 60
Agri-Business 9
Community Planning and Urban Studies 6
Family and Consumer Science 11
Food and Animal Science 8
Plant and Soil Science 26
Arts and Sciences 100
Behavioral Sciences 11
English and Foreign Languages 35
Mathematics 14
Chemistry 9
Biology 11
Physics 14
Social Work 6
Business 28
Accounting 6
Economic and Fiancé 11
Management and Marketing 11
Education 60
Communicative Sciences and Disorders 6
53

54. Table 3. (continued)
================================================================
Full Time-Faculty
Elementary and Early Childhood 9
Arts and Music 13
Physical Education 8
Psychology and Counseling 8
Curriculum, Teaching and Educational Leadership 16
Engineering and Technology 47
Civil Engineering 6
Computer Science 12
Electrical Engineering 7
Industrial Technology 14
Mechanical Engineering 8
Total 295
Sampling Method
A copy of the faculty listing for 2004 was requested from The Office of Planning
and Institutional Research. Two lists were generated, the first presented faculty by gender
and race while the second listed faculty by schools and departments. The lists were
checked against the faculty database at aamu.edu, the official Web site of the institution
and the campus directory for 2003-2004.
Research Instrument
According to Lee (1997) surveys are useful in determining the actual
values of the variables studied and the relationship between them. They can be pretested,
used to determine appropriate response rate, evaluate non-response biases assessment of
whether any real relationships exits, and are appropriate to be used with other forms.
54

55. A questionnaire was developed specifically for this study. The developmental
process of the instrument involved:
(a) Identifying the intended population;
(b) identifying and clarifying the research objectives using issues addressed in
the literature review;
(c) designing and selecting appropriate research questions; and
(d) considering the relationship between questions on the instrument and the
research objectives.
The survey was designed to address and to seek information on faculty
perceptions regarding the institution’s retention program for African American male
students. The questionnaire was designed in six sections to address specific research
questions. A numeric Likert-like scale was used to measure participants’ responses of the
questionnaire items. Participants responded to a series of statements indicating whether
they strongly agree (SA), agree (A), disagree (D), neutral (N), or strongly disagree (SD).
Each item was associated with a value point and individual scores ranging from 1 for
strongly agree (SA) to 5 for strongly disagree (SD). The usable questionnaires were
numbered, coded, with value labels for preparation for computer analysis (Appendix H).
The relationship between the research questions and items in the questionnaire is shown
in Table 4.
55

56. Table 4. Relationship between research questions and items in questionnaire
Research Questions Related Items on Questionnaire
1. What are faculty perceptions regarding Institutional Policy 14-20
the effectiveness of institutional policies
for increasing the retention of African
American male students?
2. What are faculty perceptions regarding Institutional Support 21-25
the effectiveness of institutional
support for increasing the retention
of African American male students?
3.How does faculty workload influence Workload 10-13 &
14-15?
their perceptions of the effectiveness
of the institution’s retention program
Affecting African American male students?
4. What knowledge do faculty possess regarding
the institution’s retention program?
Knowledge 26-31
5. How do faculty perceptions differ on the Race 6
effectiveness of the institutions retention Gender 7
program affecting African American males Age 8
with respect to race, gender, age, years Years of teaching 9
of teaching, academic rank and academic Academic Rank 3
advising? Academic Advising 33-38
The instrument contained 38 questions and was divided into the following six
sections:
1. General faculty and demographic information,
2. faculty workload,
56

57. 3. faculty perceptions of institutional policy towards retention of African
American males students,
4. faculty perceptions of the institution’s support towards the retention of
African American males students,
5. faculty perceptions about their knowledge of the institution’s retention
program and
6. academic advisement.
Procedure and Design
The subjects participated in the study during the spring semester of the
2003-2004 academic year. A week before the survey instrument was distributed, a letter
was sent to the respective school deans explaining the purpose of the study. They were
asked to help in informing department chairs in their schools regarding the purpose of the
study. The Deans and Chairpersons were also to ensure that faculty members received,
completed, and returned the survey instrument. (See Appendix D).
The researcher delivered the survey instrument to each department and given to
the secretary or chair for distribution to the faculty in that department
Each survey package contained:
(a) a cover letter to faculty members (Appendix F),
(b) the questionnaire (see Appendix G),
(c) a return envelope addressed to the researcher. Each envelope contained a number
from 1-295.
57

58. A record sheet was developed and use to record the department name, range of surveys
distributed, number of surveys distributed, and the number of instruments returned.
The following steps were employed to collect the completed questionnaire:
1. In early April contact was made with the secretaries of the respective departments
soliciting their assistance in distributing the questionnaire to faculty members in
their department. The faculty list for the department was verified with each
secretary. A copy of the questionnaire along with the cover letter and an attached
numbered return envelope was distributed to each department. The numbers were
distributed in sequence based on the number of faculty in the department. The
secretaries were given a folder to place all returned, sealed responses.
2. The secretaries placed the questionnaire in the mailbox of the respective faculty
members in their department.
3. Faculty members were given six days to complete the questionnaire and return it
in a sealed envelope to the department office.
4. In mid April, the investigator made the first pickup from the secretaries in all the
departments. Data were entered on the record sheet as to how many envelopes
were picked up. No records were made of the names of the faculty members who
did not return the survey so as to maintain confidentiality and anonymity. The
secretaries’ assistance was solicited to remind faculty members to complete the
questionnaire.
58

59. 5. During the third week of April, 280 phone calls were made to faculty by the
investigator encouraging their participation in the study. Another pickup was
made six days after the follow-up phone calls.
6. At the end of April, 270 letters (Appendix F) were mailed to faculty members as a
reminder to complete the questionnaire. A second pickup was made in early May.
7. During the first week in May 250 phone calls were made thanking faculty
members for their participation in the survey and encouraged those who had not
responded to complete the instrument and return it to their department secretary.
The final pickup was made in mid May.
Data Collection
One hundred and seventeen questionnaires or 39.7 percent were returned. Nine of
the questionnaires were discarded. Of the nine unusable responses five were returned
unanswered, and four were from individuals who no longer held full-time faculty
positions. Four surveys were returned through the mail and the investigator collected one
hundred and thirteen from the respective departments. Table 5 highlights the summation
of the data collection from the respective schools and departments
59

60. 60

61. Table 5. Faculty Data Collection Summary
Percent
Questionnaires Number returned
distributed returned
Agriculture and Environmental Sciences 60 23 38.3
Agri-Business 9 2 22.2
Community Planning and Urban Studies 6 2 33.3
Family and Consumer Sciences 11 4 36.4
Food and Animal Science 8 3 37.5
Plant and Soil Science 26 12 46.2
Arts and
Sciences 100 35 35.0
Behavioral Sciences 11 4 36.4
English and Foreign Languages 35 11 31.4
Mathematics 14 4 28.6
Chemistry 9 3 33.3
Biology 11 3 27.3
Physics 16 4 25.0
Social Work 6 6 100.0
Business 28 13 46.4
Accounting 8 3 37.5
Economics and Finance 9 5 55.6
Management and Marketing 11 5 45.5
Education 60 32 53.3
Communicative Sciences and Disorders 6 3 50.0
Early Childhood Elementary Education 9 2 22.2
Fine Arts and Music 13 4 32.5
Physical Education 8 5 62.5
Psychology and Counseling 8 3 37.5
Curriculum Teaching and Educational
Leadership 16 9 56.25
Engineering 47 14 29.8
Civil Engineering 6 3 50.0
Computer Science 12 5 0.0
Electrical Engineering 7 0 0.0
Industrial Technology 14 0 0.0
Mechanical Engineering 8 3 37.5
Total 295 117 39.7
_______________________________________________________________________
61

62. Reliability and Validity
The instrument was field tested at a Historically Black four-year private college.
A letter was sent to the Provost/Vice-President for Academic Affairs at the institution
requesting permission to conduct a field test of the instrument (Appendix B). After verbal
permission was granted, a cover letter was provided to the field test subjects explaining
the purpose of the study (Appendix C). The instruments and numbered envelopes were
hand delivered to the offices of each department. The secretary of the departments placed
the instruments in respective faculty mailboxes. Seventy instruments were distributed.
The investigator returned to the field test site seven days after the initial distribution to
collect the instruments. A second visit was made four (4) days later to collect any
remaining completed instruments. Faculty members and the investigator had informal
discussions relating to the instrument and suggestions were made to clarify a few
questions. Twenty of the instruments or thirty-five percent were returned. The returned
instruments were evaluated and minor adjustments made where necessary.
Statistical Methods
The responses from the survey were coded and analyzed using the Statistical
Package for Social Sciences (SPSS) version 10.0. Descriptive statistics were used to
analyze and compare the variables relating to the demographic profile of the respondents.
The frequency table was generated and cross-tabulated to compare the responses within
the variables. Chi-Square was used to determine the significance among the variables:
gender, race, age, years of teaching, academic rank, and tenure status.
62

63. CHAPTER 4
PRESENTATION AND ANAYSIS OF DATA
Introduction
Chapter four consists of presentation of the data. The results of the study are
presented in two sections. The first section presents descriptive analysis of the
participants. The second section presents data on the responses to individual research
questions relating to faculty perceptions regarding the institution’s retention program for
African American male students as related to race, gender, age, years of teaching,
academic rank and academic advising.
Part One
Profile of Respondents
The data were collected from 106 subjects. Sixty-nine or 65.1 % of the
respondents were males and 37 or 34.9 % were females (Table 6). Table 6 also shows the
age of the respondents in relationship to gender. A little less than half of the respondents,
both male and female were between the ages of 51-60 years old, 40.6% and 43.2 %
respectively. This is followed by the age range 41-50, with 26.1% for males versus 21.1%
females.
63

64. Table 6. Respondents age and gender. N=106
===========================================================
Age Range Male Percentage Female Percentage Total
20-30 1 1.4 2 5.4 3
31-40 8 11.6 4 10.8 12
41-50 18 26.1 8 21.7 26
51-60 28 40.6 16 43.2 44
61-70 14 20.3 7 18.9 21
Total 69 100 37 100 106
___________________________________________________________________
Table 7, on the other hand show 44 or 41.5 % of the respondents hold tenure, 27
or 25.5 % are non-tenured, and 35 or 33% hold a tenure track position.
Table 7. Tenure status. N=106
=============================================================
Tenure Status Frequency Percent
Tenure 44 41.5
Non- Tenure 27 25.5
Tenure Track 35 33
Total 106 100
____________________________________________________________________
Thirty-seven or 34.9% of the respondents have taught at the institution between
1 -5 years. Cumulatively, 65.1 percent of the faculty has taught at the institution between
1 - 15 years (Table 8).
64