An Investigation of Noncognitive Factors for Developmental Students at Historically Black Colleges and Universities

• In Event: 70.065 - Roundtable Session 27
  In Roundtable Session: 70.065-14 - Pride or Prejudice? Motivation for Choosing Black Colleges

Abstract

For many students enrolling in postsecondary institutions, the notion of obtaining a four-year college degree quickly morphs into a six year or more reality. In other words, numerous students arrive at tertiary institutions academically unprepared for the rigors of college-level coursework. As a result, degree attainment is often prolonged by the necessity to build students’ cognitive skills through developmental education courses. In as much, Historically Black Colleges and Universities (HBCUs) facilitate the nation’s moral obligation to provide an equitable education for all students. And, while cognitive factors are vital to successful degree attainment, non-cognitive factors are equally relevant and must be engaged through educational praxis. This article presents an evidence based depiction of relevant non-cognitive factors for educating developmental students.

Authors

• Pamela Renee Finley, LeadershipHBCU

• Jerrel Moore, Prairie View A&M University

• Brian Rowland, Prairie View A&M University

• Lucian Yates, Kentucky State University

• Danielle Hairston, Prairie View A&M University

• Terence LaMar Finley, Prairie View A&M University