Date Approved

4-16-2018

Embargo Period

4-17-2018

Document Type

Dissertation

Degree Name

EdD (Doctor of Education)

Department

Educational Services and Leadership

College

College of Education

First Advisor

Walpole, MaryBeth

Second Advisor

Coaxum, James

Third Advisor

Ingram, Ted

Subject(s)

African American men; Community college students; Community colleges--Faculty

Disciplines

Community College Leadership | Higher Education

Abstract

The literature is replete with studies that establish a nexus between student success outcomes and faculty-student interaction (Braxton, Milem & Sullivan, 2008; CCSSE, 2001; Cole, 2010; Pascarella & Terenzini, 2001). Faculty-student interaction involves discussion between faculty and student regarding the student's academic and social development. In this qualitative study, faculty were trained to use strategies based on validation theory in the classroom to enhance their interaction with the Black males. Validation theory involves someone intentionally taking an active interest in the academic and personal development of a student serving as a source of encouragement and support (Rendon, 1994). The findings in this study revealed that faculty found the validating strategies useful in making a connection, establishing accountability, and giving affirmation.

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