Date of Award
1-1-2024
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Phillis George
Second Advisor
Katie Busby
Third Advisor
Murrell Godfrey
Relational Format
dissertation/thesis
Abstract
Higher education should operate as a tool by which democratic equality is enhanced for the betterment of society and its occupants; however, there are systemic inequities as it pertains to educational attainment for different groups when considering race, ethnicity, and sex (Anthony et al., 2021a). More often than not, male collegiates that hold racial and ethnic identities outside of the cultural majority have less than satisfactory student success outcomes when compared to their female as well as White counterparts. As scholars have noted, the burden of improvement and advancement of these outcomes should be placed on the institutions rather than the students (Harper, 2012). Therefore, this non-empirical analysis examines the relationship between institutional effectiveness and student success as a means to improve student success outcomes for underrepresented male students at the University of Mississippi through the employment of identity-conscious engagement theories. The practices utilized by the University of Mississippi are inspected utilizing evaluation techniques. This dissertation provides recommendations for practice and additional analytical endeavors while offering a theoretical framework to improve student success outcomes by influencing the institutional effectiveness planning process.
Recommended Citation
Kelley, Jazmine, "Examining Institutional Effectiveness Planning as a Tool to Advance Student Success Outcomes for Underrepresented Males" (2024). Electronic Theses and Dissertations. 2826.
https://egrove.olemiss.edu/etd/2826