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• W2479932747 abstract "Abstract The challenge colleges and universities encounter in the United States is retention of freshmen male college students. The National Center for Education Statistics (2012) reported that 37% of freshman males enrolled in a postsecondary institution in 2003-04 dropped out by June 2009. Unfortunately, 17% dropped-out within the first-year without completing a degree or certificate program (Ross, Kena, Rathbun, Kewal, Zhang, Kristapovich, and Manning, 2012). This qualitative case study explored the opinions and perceptions of freshman, sophomore, and non-returning freshman male students to understand factors that challenged and supported the transition into the college environment. The study used interviews to collect, analyze, and describe the data from 16 semi-structured interviews conducted at a large public four-year research institution. Participants consisted of six freshmen, six sophomores, and four non-returning freshmen student population. Three major factors were identified: social engagement, study skills-behavior and instructor-student relationships. The results provided insight into how educational leaders can create a balanced social and academic first-year experience for freshman male students. Background The retention of freshman male students past the first year of college has been a challenge for many postsecondary institutions in the United States. Educational leaders and policy-makers have struggled to understand the reasons why first-time freshman male students drop out of college or depart prematurely at a high percent rate (Sanders, 2013). The National Center for Education Statistics reported that 37% of freshman males enrolled in a postsecondary institution in 2003-04 dropped out by June 2009. Unfortunately, 17% dropped-out within the first-year without completing a degree or certificate program (Ross, Kena, Rathbun, Kewal, Zhang, Kristapovich, and Manning, 2012). Young men often enter the college environment facing issues surrounding sexual identity, racial/ethnic identity and gender that can impede student success (Scott, Havice, Livingston, & Cawthon, 2012). Harper and Kuykendall (2012) postulated that many of the problems that plague college male students, especially minority males, begin at the K-12 school level; prior to their first year of college. Too often the idea of masculinity and manhood is equated with strength and power instead of academic capabilities. Unfortunately, these misconceptions and attitudes do not end once a young male enrolls in college (Scott, et al., 2012). Obtaining a college education not only benefits society but also increases the individual's economic marketability and social capital (Kleinfeld, 2009). Kleinfeld (2009) argued that men with a higher level of education earn more than those without a postsecondary education. Men with a higher level of education are more likely to pay their taxes, exercise their civic responsibilities (i.e. voting, volunteerism) and less likely to be unemployed. College educated men are more likely to get married and less likely to be involved in criminal activity. The social implications for having an educated male population are a higher skilled labor force, increased work productivity, a decreased involvement in criminal behavior, and a healthy market growth (Kleinfeld, 2009). Over the last 75 years student retention has been the focal point for many researchers, educational leaders, and postsecondary institutions. How to engaged students, particularly first-time freshman males, to degree attainment or graduation? After many years of research there has been minimal growth or advancement in the retention rate of first-time freshmen students returning to the same institution for their sophomore year (Vendituoli, 2014). According to a National Student Clearinghouse Research Center (2014) report, 58.2 % of the fall 2012 first-time freshman cohort returned to the same institution for the fall 2013. …" @default.
• W2479932747 created "2016-08-23" @default.
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• W2479932747 date "2016-03-01" @default.
• W2479932747 modified "2023-09-24" @default.
• W2479932747 title "Supporting Freshman Males during Their First-Year of College" @default.
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