An analysis of the use of Continous Quality Improvement in the retention of African American males at historically black colleges and universities
This study explores the use of Continuous Quality Improvement (CQI) in the retention of African American male students, at historically black colleges and universities (HBCUs). Based on current literature, African American male students at HBCUs are faced with academic and non-academic factors which affect their retention and subsequent graduation. CQI is a management system available to Academic Support Directors which promotes engaging leadership, establishing and defining the modes of operation, and making data driven decisions.^ The purpose of the study was to focus on the application of Continuous Quality Improvement by Academic Support Directors when integrating retention strategies for African American male students at two-year, four-year public, and four-year private HBCUs. To complete this study, a quantitative web-based instrument was sent to 99 Academic Support directors at 99 HBCUs that serve male undergraduate populations. The instrument consisted of 78 Likert-like scale and two open-ended questions. The return rate was 55.4% (57).^ The responses were analyzed using Analysis of Variance (ANOVA) and T-test. The null hypothesis tested at a 0.05 level of significance. The results from the hypotheses revealed no statistically significant differences between the various colleges and (a) retention policies and practices, (b) the years practicing CQI, (c) the benefits achieved, (d) the obstacles faced, (e) the use of data in decision making, (f) the extent of senior leadership support, and (g) the provision of leadership support for CQI. There were also no statistically significant differences between the practice of CQI and the use of data in decision making, as well as the perception of senior leadership support for CQI and the time practicing CQI.^ A summary of the open ended questions revealed that CQI was discussed and implemented at the various HBCUs, but required a lot of time and departmental cooperation. The findings indicate that CQI is practiced by Academic Support Directors at HBCUs, and the issues faced in applying CQI to the retention management of African American male students are similar among two-year, four-year public, and four-year private HBCUs. It is recommended that further research be conducted (a) on the use of CQI in African American male student retention at predominately white institutions, (b) examine which CQI model has the most impact on African American male retention, (c) the financial impact of CQI in retention management, (d) the success of non-implementers of CQI, and (e) leadership support of CQI in African American male student retention.^
Education, Administration|Education, Higher
Howard G Wright,
"An analysis of the use of Continous Quality Improvement in the retention of African American males at historically black colleges and universities"
ETD Collection for Tennessee State University.