Terrell Strayhorn

Virginia Union University | VUU

Using data from the National Survey of Student Engagement (NSSE), this study seeks to explore the presence and relevance of NAE’s ‘Engineer of 2020’ competencies and key student learning outcomes (SLOs) among samples of undergraduate engineering majors (UEMs). Data were analysed using a battery of statistical tests assessing UEMs achievement of NAE...

i>The purpose of this study was to explore the law school experiences of underrepresented racial minorities (URMs) enrolled at predominantly white institutions (PWIs), paying close attention to the nature of their racialized academic and social lives on campus. Drawing upon one-on-one and group interviews with 29 ethnic minority law school students...

When local data are not immediately available, student affairs professionals may wish to consider data from large, representative samples to support institutional decisions. Large‐scale, publicly‐accessible databases, like those provided by the US Department of Education's National Center for Education Statistics or Indiana University's Center for...

This report addresses the topic of workplace sense of belonging and why it's important for individuals and institutions.

Background Health officials have called for more information about the mental or psychological consequences of COVID-19 on individuals, especially in the US general population where COVID rates are remarkably high. Aims This exploratory study aimed to understand stress, loneliness and substance abuse among the US general population during the COVID...

Learning outcomes and persistence improve when students feel they belong and have confidence they can be successful in academic domains. These variables are also malleable, so environmental factors, like societal events, can influence them. Using data from a large survey of undergraduate STEM majors from US colleges/universities (N=1056), we explor...

Using semi-structured interviews with nine socioeconomically and educationally disadvantaged Latin@s at a predominantly White institution, this phenomenological study examined the role that parents played in their success in college. Three distinct themes were identified related to academic advice, motivation, needs; encouraging their resilience; a...

The purpose of this study was to explore the socialization experiences of Black men doctoral students in the United States, using critical race theory as a theoretical and methodological framework. Specifically, we sought to understand the role of race and racism in Black men doctoral students’ socialization experiences; how race, racism, and other...

Student success is a major goal of policies and programs in higher education. Nearly all institutions have developed new or revised existing programs and services in hopes of boosting retention and graduation rates. To date, scholars have posited several student success models. While useful, these are not without critique, especially in light of re...

This qualitative study employs narrative inquiry methodology to elicit information from 10 mid- and senior-level administrators at eight of the 13 federally-designated historically Black community colleges (HBCCs) in the nation about their institution’s response to the challenges of change presented by COVID-19. Specifically, the semi-structured in...

In this essay, I use the singing caged bird as a mental model for addressing carceral logics generally and carcerality in K-12 and higher education, specifically. First, I offer a high-level overview of carceral logics to complement and extend what is offered in other sections of this volume by participating authors. Then, I segue into deeper discu...

Interview data from 11 African American male collegians formerly in foster care attending a PWI were analyzed using the constant comparison method. Three major themes were identified using this approach. Participants reported feeling isolated from most others on campus and keenly aware of differences between them and their peers, as well as worryin...

Sense of belonging is a basic human need, which has been consistently correlated with positive educational outcomes such as good grades, retention, and satisfaction in college. Using a quasi-experimental research design, we analyzed data from 115 respondents to assess the impact of a short video intervention on first-year students’ sense of belongi...

The relationship between college grades and internship participation for Black business majors at HBCUs was examined in this study. Participants were 376 Black business majors (65% female, 26% non-traditional age, 66% first-generation) at 40 HBCUs across the nation who responded to the 2016–2017 national administration of the National Survey of Stu...

The purpose of this qualitative pilot study was to investigate the role of race (and racism) and sense of belonging for Black men in medical school. A single research question guided this exploratory project: How do Black men in medical school describe their experiences? Analyzing interview data from 8 Black male medical school students revealed fr...

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The purpose of this study was to measure the relationship between sense of belonging, campus leadership, and academic achievement for African Americans at HBCUs, paying close attention to potential sex differences or “gendered effects.” Analyzing cross-sectional survey data from 259 African American HBCU students using hierarchical linear regressio...

To succeed in dental school, students need both academic and social experiences that are correlated with perceived membership and persistence. In this study, survey data from 247 dental students were analyzed to test for racial differences in dental students' sense of belonging and to measure the extent to which sense of belonging predicted student...

Part of a larger research program studying the impact of educational interventions on college students' sense of belonging. This presentation presents results demonstrating the possibility and potential of using qualitative methods in intervention research. Interviews with first-year college students reveals whether/how a brief video intervention i...

To ensure the effectiveness of academic advising efforts on campus and to increase Black male collegians’ use of such services, administrators must better understand how Black males experience academic advising in college. This exploratory qualitative case study aims to understand the academic advising experiences of Black males at a large urban, p...

This chapter presents a new model for fostering effective, collaborative partnerships between academic and student affairs at Minority‐Serving Institutions, using an illustrative case study from a historically Black college/university (HBCU) located in Tennessee. After laying the context for collaborations in higher education, the author presents c...

The purpose of this chapter is to posit sense of belonging as a key to educational success for all students, as well as a tool for strategic enrollment management and student success at HBCUs. Drawing connections between a recent survey of KIPP alumni and literature about HBCUs, this chapter reviews extant literature on the history and significance...

To make the abstract idea of “college readiness” legible for public purposes, readiness indicators have tended to treat students identically: If a student meets a simple benchmark, he or she is ready for any college. This shorthand ignores that indicators of readiness may differ according to students’ backgrounds and where they choose to enroll in...

This chapter presents intersectionality as a useful heuristic for conducting research in higher education and student affairs contexts. Much more than just another theory, intersectionality can powerfully shape student affairs research in both obvious and tacit ways.

Using a sample of 144 Native American undergraduates attending predominantly White universities in the United States, this study examined, through multilevel regression analyses, the influence of interactions with faculty and diverse peers on these students' sense of belonging in college. Interactions with others were positively related to sense of...

Urban public universities play a critical role in the higher education enterprise. In this article, Strayhorn draws on Integrated Postsecondary Education Data System (IPEDS) and semi-structured interview data to provide a national portrait comparing predominantly White and historically Black public universities, as well as identifying factors that...

The transition to higher education is a significant milestone in the life-cycle of students. It evokes a range of emotions from excitement to fear as they make a new intellectual and social home for themselves. Traditional-aged students who leave home often find themselves mingling with and learning from students with quite different backgrounds.

Despite considerable progress over the years, more information is needed about the experiences of GLBQ college students of color to create conditions that engender their success. Beyond Coming Out responds to this clarion call, drawing on nearly 8 years of data from 50 participants at over 20 public and private universities in the United States. T...

In closing, let's remember that effective academic advisors, as cultural navigators, recognize higher education as a culture and know something about this journey called college. They hold high, but attainable, expectations for all students, who often rise to the expectations set for them. Effective academic advisors, as cultural navigators, care a...

This paper was designed to amplify a growing body of research that implicates minority male identity and interest in science and math learning and preparation for STEM careers. Specifically, this paper draws on both quantitative and qualitative data to examine factors influencing Black Males' college readiness and success in STEM. Blending sociolog...

For quite some time there has been a need for a volume that presented under a single cover national statistics about Native Americans in higher education, insights about their academic and social experiences in college, and recommendations for improving campus practices and policies toward tribal communities. Indeed, a text that would go beyond the...

The purpose of this study is to determine the influence of COASPs on students’ academic and social success at The Ohio State University. Although the programs have a diverse set of objectives and targeted student populations, program directors at Ohio State University have worked to identify a set of common goals or objectives they seek to realize:...

Scholars have examined the experiences of GLBT students in college and found that gay students often report encountering unwelcoming campus environments, physical or verbal assault, and homophobia (D'Augelli, 1991; Evans & Broido, 1999; Renn & Bilodeau, 2005). Rarely, however, have the experiences of Asian Pacific Islander (API) or more specificall...

At the 60th anniversary of Brown, the authors analyze survey data from a national sample of 1,227 Black and White college students to examine the frequency and nature of cross-racial interactions and their influence on students' sense of belonging in college. Results suggest the cross-racial interactions vary by race and frequent, meaningful intera...

This study tests the importance of a noncognitive trait, grit, to predicting grades for a sample of Black males attending a predominantly White institution. Using multivariate statistics and hierarchical regression techniques, results suggest that grit is positively related to college grades for Black males and that background traits, academic fact...

The purpose of the study was to estimate the relationship between academic achievement in college, as defined by first-year grade point average (GPA), and self-authorship among African American first-year students at an HBCU (N = 140), using hierarchical linear regression techniques. A single research question guided this investigation: What is the...

Data from the Community College Student Experiences Questionnaire were analyzed for a sample of 315 Black women attending community colleges. Specifically, we conducted multivariate analyses to assess the relationship between background traits, commitments, engagement, academic performance, and satisfaction for Black women at community colleges. De...

Changing demographics of the U.S. population drive growing emphases on diversity in engineering education. Still, questions persist about the educational benefits of race and gender diversity within the student population, despite decades of supportive research. The present study sought to estimate the educational benefits that accrue to undergradu...

Although research has shown that involvement is a helpful predictor of students' future success, underrepresented minorities (i.e., African Americans and Hispanics) face unique obstacles at predominantly White institutions, which limit their engagement in educationally purposeful activities. Survey data from a 2007 administration of the National Su...

The purpose of this exploratory qualitative study was to understand how Black male doctoral degree recipients' make sense of their professional identity. Three major research questions guided our analysis: (a) How do Black male doctoral degree recipients define their professional identity? (b) What factors do Black male doctoral recipients attribut...

Much of the present research available on formerly incarcerated Black males (FIBMs) focuses primarily on their criminal experiences and subsequent effects on their personal lives, employment options, and repeat offenses. Despite the overwhelming number of Black men in the U.S. criminal justice system and the country’s goal of increasing the proport...

College readiness is a national policy priority in the United States, yet relatively little is known from large national samples about the factors and experiences that determine college readiness for historically underrepresented minorities at 4-year colleges and universities. The purpose of this study is to identify the factors and experiences tha...

Data from the Baccalaureate and Beyond Longitudinal Study were analyzed to identify factors that historically Black colleges and universities graduates considered when choosing a graduate school; follow-up tests examined differences between Black men and women in the national sample. Interestingly, we found that Black men and women consider the sam...

Student perceptions of campus climate environments and intentions to leave college were examined for 391 participants. Differences by race were found for perceptions of the campus climate being cold and uncaring and for expectations to encounter racism in college. Perceptions of campus climate were related to African American students’ intent to le...

This qualitative study explores Black gay male undergraduates' construction of manhood and masculine identity(-ies) as well as how these beliefs affected their academic and social experiences in college. Analyzing in-depth interviews with 29 Black gay male collegians, we found that participants construct and understand manhood and their masculine i...

Historically underrepresented racial/ethnic minorities (i.e. African Americans, Latinos, and Native Americans) have experienced barriers to their success in engineering and related STEM fields. These student populations have had lower degree attainment rates, switch to non-STEM majors more frequently, and experience unique social challenges when co...

Belonging-with peers, in the classroom, or on campus-is a crucial part of the college experience. it can affect a student's degree of academic achievement, or even whether they stay in school. Although much is known about the causes and impact of sense of belonging in students, little is known about how belonging differs based on students' social i...

In recent years, scholars have focused on students' use of social networking sites (SNSs) such as Myspace and Facebook. Research about such technologies is largely descriptive or based on theoretical assumptions and anecdotal evidence, although some authors have studied frequency of use, adoption of technology, and computer usage among college stud...

A large majority of African American males begin their postsecondary education careers at two-year community colleges. Prior research has focused largely on Black students at four-year institutions, and even theoretical work has assumed that influences on retention are the same at two-year and four-year institutions. Drawing on Tinto's (199387. Ti...

Introduction Increasing the number of women and members of minority racial/ethnic groups in science, technology, engineering and maths (STEM)-related fields in higher education, and in the STEM workforce, is a compelling national interest in the US. Although college enrolment rates among undergraduates, including women and racially diverse students...

It’s July in the year two thousand twelve (2012), just a few days away from the nation’s celebration of “Independence Day,” commemorating the signing of the historic Declaration of Independence on July 4, 1776. Written by Thomas Jefferson, the nation’s third President, the document signifies the formal and public assertion of power by the thirteen...

Increasing diversity among students in higher education requires culturally competent educators, such as Black Greek-letter organizations (BGLO) advisors, who use cultural knowledge and experiences in their work with ethnically diverse students. Analyzing survey data from 71 BGLO advisors, we describe advising professionals’ cultural competency and...

This chapter draws on recent survey data from a multi-institutional sample to estimate the influence of sense of belonging (SOB) on learning and success outcomes for African-American (AA) students in science, technology, engineering, and math (STEM) fields. Additional information highlights differences between men and women. Qualitative data from i...

Prior research has largely examined determinants of student satisfaction in four-year institutions and faculty job satisfaction in two-year institutions. The present study investigated the relationship between background traits, initial commitments, and satisfaction among African Americans attending two-year community colleges. Findings reveal that...

: Though relatively little research has focused on the use of spiritual resources, previous research has found that traditional cultural practices and spiritual resources may contribute to persistence, although no studies, to date, focus on the role that gospel choir involvement plays in the success of Black collegians at PWIs. Using data collected...

This chapter examines the everyday life of black Greek-letter organizations (BGLOs) on predominantly white institutions (PWIs) and historically black colleges and universities (HBCUs). Drawing on data from publications and interviews with students, it looks at the reasons why African Americans join BGLOs and the perceived benefits of membership. It...

Summer bridge programs (SBPs) are increasingly popular in higher education as a strategy for helping students prepare for college, yet empirical studies in this area have remained largely descriptive and in short supply. The purpose of this study was to measure the effect of SBP participation on preparation for college in four areas: academic self-...

National statistics indicate that approximately 50 percent of all graduate students fail to complete their degree; thus, understanding the factors that influence their persistence is an important research objective. Using data from a nationally representative sample of bachelor's degree recipients, the study aimed to answer three questions: What pr...

The importance of undergraduate research experiences and the extent to which engagement in such activities influences underrepresented minority students' graduate degree aspirations in science, technology, engineering, and mathematics fields is the focus of this chapter.

The present study builds upon previous research by exploring social barriers that limit URMs' success-not just Black and Latino men-as well as social supports that enable the success of those who succeed academically in STEM fields. For the purposes of this study, “success” is defined as (a) persisting in college as a STEM major and (b) maintaining...

Analysis of data collected from 108 respondents to the Survey of Summer Research Programs were conducted using descriptive and multivariate statistics to measure students' satisfaction with their SURE program, their level of engagement in the research project, and learning gains achieved as a result of participating in the program. Results suggest...

Path analysis techniques were employed to test a multi-stage causal model positing the influence of perceived learning gains on graduate degree aspirations among STEM undergraduates in structured undergraduate research experience (SURE) programs. Survey responses from 108 students enrolled in 4 SUREs at 3 major research universities were analyzed....

Using a sample of 215 White undergraduates attending HBCUs, this study examined through multilevel regression analyses the impact of faculty-student relationships on satisfaction with college. Faculty-student interactions were positively related to participants' subjective evaluation of their experiences in college, indicating that White undergradu...

National survey data from 594 African American college students were analyzed using descriptive and multivariate statistical techniques to measure the impact of diversity on educational outcomes. Two research questions guided the present study: (a) How do interactional diversity experiences affect learning and development outcomes for African Ameri...

Previous college impact studies attempt to estimate the impact of college on African American collegians as a whole. That is, most researchers study Black students as if they represent a monolithic group with similar inputs, experiences, and outcomes. Yet, a growing body of research provides compelling evidence that there are significant within gro...

This study regressed undergraduate grades on background traits, pre-college variables, and measures of sociocultural capital for nationally representative samples of African American and Latino male undergraduates using data from the NCES’s National Education Longitudinal Study (NELS:88/00). Results suggest that African American and Latino males...

Using data from the National Education Longitudinal Study (NELS;1988/2000), the author conducted hierarchical linear regression analyses, with a nested design, to estimate the influence of affective variables–parent involvement, teacher perceptions, and school environments–on Black students’ math achievement in grade 10. Drawing on Bronfenbrenner’s...

Prior research has focused on mentoring as a concept and its role in facilitating the personal and professional success of business leaders, faculty members, and graduate students in general, without giving equal attention to the influence of mentoring on outcomes among Black undergraduate students. Using CSEQ data from 653 African American collegi...

Many studies have consistently indicated that the educational outcomes of Black men and boys are not on par with those of their White and female counterparts. Recent data suggest the same holds true for Black men in veterinary medicine. Drawing on national statistics and findings from an analysis of National Educational Longitudinal Study data, I p...

Using a constructivist approach, in-depth qualitative interviews with 49 men were analyzed to identify academic and social barriers to their success in engineering. Three themes were identified: ¿Invisible Man¿ syndrome in the classroom, lack of support with few same-race peers and faculty, and difficulty translating curriculum into personal inte...

Analyzing survey data from a national sample of 672 Black men, this study investigated the factors they consider when choosing a graduate school. Academic reputation, aid awarded, and proximity to home were considered most frequently and STEM major was correlated with 5 of the factors (p<0.05). Results offer ideas about broadening participation amo...

Analyzing survey data from a national sample of 3,118 undergraduates majoring in STEM, this study examined the extent to which faculty-student collaborations affect academic achievement as measured by college grades. Results suggest a statistically significant association between faculty-student relations and grades, even after controlling for conf...

Analyzing survey data from a national sample of 3,118 undergraduates majoring in STEM, this study examined the extent to which faculty-student collaborations affect academic achievement as measured by college grades. Results suggest a statistically significant association between faculty-student relations and grades, even after controlling for conf...

The educational aspirations of Black males in urban, suburban, and rural high schools were examined in this study, using a nationally-representative sample of respondents to the National Educational Longitudinal Study (NELS:88/00). Hierarchical linear regression analysis revealed statistically significant relationships between aspirations and SES,...

This study employed hierarchical linear regression techniques to study the relationship between GPA and the extent to which high-achieving black collegians’ feel pressure to prove their intellectual ability using survey data from participants at a predominantly white institution. Findings suggest that approximately 88% of high-achieving black colle...