The Perceived Family and Parental Influence on African American Men Who Enroll in Community Colleges
Bibliographic record
Abstract
Higher education institutions have generally been successful in increasing the number of diverse populations who attend college, especially recruiting and enrolling record numbers of Hispanic and Asian students. African American enrollments continue to lag behind these other diverse groups, with African American men being among the lowest of the multicultural groups to be enrolled in higher education today. Community colleges have been perhaps the most successful in recruiting and enrolling African American men, and the current study sought to describe how the families of these men interact and encourage or discourage enrollment. Using a series of semi-structured interviews, families were found to play a perceived important role in the decision to enroll in a community college. These families mentored the African American men in the study, created expectations for them to have successful life beyond high school, and pushed them to have positive ideas about their future and to plan for that future. These findings were consistent with modeling about college going decision-making, and also reinforced the emerging theory of community expectancy.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".