Open Access. Powered by Scholars. Published by Universities.®

Race, Ethnicity and Post-Colonial Studies Commons

Open Access. Powered by Scholars. Published by Universities.®

Selected Works

2017

Selected Works

Higher Education

Articles 1 - 2 of 2

Full-Text Articles in Race, Ethnicity and Post-Colonial Studies

The Anala Collaborative: Umass Boston’S Asian American, Native American, Latin@ And African Diaspora Institutes, Barbara Lewis, Carolyn Wong, Cedric Woods, Elena Stone Feb 2017

The Anala Collaborative: Umass Boston’S Asian American, Native American, Latin@ And African Diaspora Institutes, Barbara Lewis, Carolyn Wong, Cedric Woods, Elena Stone

Barbara Lewis

The ANALA Collaborative is the newly-formed umbrella for the four UMass Boston racial and ethnic institutes. This year, with help from a team from the College of Management’s Emerging Leaders Program, we have come together to form ANALA in recognition of the area’s increasing racial and ethnic diversity and the need for majority-minority communities to work together toward common goals. While each of the four institutes will retain its separate identity and programs, we will also place greater emphasis on collaborative efforts in the service of our common mission and vision.


How High-Impact Practices Influence Academic Achievement For African American College Students Dec 2016

How High-Impact Practices Influence Academic Achievement For African American College Students

Donald Mitchell Jr., Ph.D.

Utilizing data from seven four-year public institutions in the United States, this study employed chi-square test for independence and a Mann-Whitney U test to examine the relationships between participation in high-impact practices (HIPs) and academic outcomes of undergraduate African American college students. Findings suggest the number of HIPs undergraduate African American students were involved in was associated with academic achievement. Furthermore, associations between HIPs and academic achievement differed based on class standing (i.e., first-year/second-year and junior/senior) and gender. The article closes with implications for practice and future research.