期刊
AMERICAN JOURNAL OF EDUCATION
卷 121, 期 1, 页码 57-85出版社
UNIV CHICAGO PRESS
DOI: 10.1086/678112
关键词
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This conceptual study builds an institution-focused, non-Eurocentric, theoretical framework of black college student success. Specifically, the study synthesizes the relevant empirical research on the contributions historically black colleges and universities (HBCUs) have made for black student success, leading to an original model that all institutions can adapt to their contexts. Significantly, this is the first HBCU-based theoretical model to appear in the academic literature. The study concludes with several implications for research and practice, including testing the model and using it in institutional planning.
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