Samuel Katama Ngumbau

Annotated Bibliography Instructions. In order to complete this component of the trial project, please do the steps below. 1. Conduct research on the topic of the study. Factors that influence the retention of freshmen students at historically Black colleges and universities.  You will be assessed in part on how effectively you restrict the scope of your search to fit the requirements of this assignment. You should find at least 15 sources. 2. Construct the annotated bibliography. Please provide entries for each of the sources you found in step 1. Each entry should consist of an APA-style references list citation for the source and an annotation. Each annotation should be between 150 and 250 words in length, be written in past tense, and consist of the following: i) A statement of background ii) The purpose of the study iii) Information about methodology, such as the research design and the number of participants iv) Key findings and conclusions v) Discussion of implications and/or limitations of the study. Annotated Bibliography Student's First Name, Middle Initial(s), Last Name Affiliation Institution Course Number and Name Instructor’s Name and Title Assignment Due Date Annotated Bibliography Hinton, S. L. (2018). Factors that influence the retention of freshmen students at historically Black colleges and universities. Critical Assessment and Strategies for Increased Student Retention, 1, 74-89. https://doi.org/10.4018/-.ch005 Histon's (2018) study implicated that African American students had the lowest retention rates at 67%, while white Americans had 78.6 % enrolling and returning to HBCU institutions. The research study was guided by the student attrition model, social interactionist, and student reintegration theoretical framework that formed the research study found. The social interactionist theory utilized students' predominant variables like; friendship and shared values to elaborate on students' behavior (Histon, 2018). In contrast, the student attrition model used students' intentions, suspicion, and attitudes to determine factors influencing the retention of black undergraduates at HBCUs. Through the involvement of the two theoretical frameworks, the researcher could establish the study outcomes and collate them with the existing higher education institution. The main variables in the study included; the retention rates, undergraduate students, and factors influencing retention. The researcher focused on studying how the first-year African American students cope with changing environmental factors in HBCUs and their developing new identities impact emotional, social, and academic adjustments. Histon also substantiated that groups of undergraduate students encounter challenges like social, cultural, and intellectual disequilibrium within their campus studies; hence some students develop low self-esteem and delinquency behaviors impacting suspension and expulsion from HBCU. The key finding indicates that students with a high perception of social support and ambitions commit themselves to achieve their high educational goals. African American students in HBCUs have low retention rates compared to the white majority, who presume aspirations, passion, and desires with cultural relevance. The research scope has a gap in comparing the percentage of black American undergraduate students enrolled and successfully graduated with certificates, diplomas, and bachelor’s degree programs compared to white American students. Clay, C. (2022). Unpacking deficit-based views of low Black student participation in study abroad and understanding the importance of culturally relevant study abroad programs for HBCU students. Reimagining Internationalization and International Initiatives at Historically Black Colleges and Universities, 1, 205-219. https://doi.org/10.1007/-_13 The research study identified aggravating factors like financial constraints and lack of interest in participating in studying abroad at HBCU among black American students. Clay (2022) expounds that black community students have been radicalized in undergraduate scholarship awards despite increased efforts by HBCU Foundation scholarship efforts to admit and retain African American students. The study explains that black students' response to academic obstacles to securing scholarship grants is narrowly misinterpreted and analyzed using ineffective gap-based presumptions to raise their scholarship integration. Research methods like surveying were utilized in HBCUs to analyze students' interests to study abroad programs within Africa, and the finding resounded that the inclusion of black Americans experiences impediments in college and university admission; thus, the inclusion of their voices in study abroad programs could be effective to proliferate participation and retention rates in HBCU institutions (Clay, 2022). The research contest does not comprehensively analyze the statistical demography of student retention in study abroad programs. It has limitations in highlighting other factors affecting black American students from HBCU program enrollment. For instance, racial and national discrimination facets are evident in scholarship and fellowship award allocation in HBCUs, where white Americans prefer undergraduate funding more than black Americans. Cooper, J. N. (2018). Strategic navigation: A comparative study of Black male scholar athletes' experiences at a Historically Black College/university (HBCU) and Historically White University (HWU). International Journal of Qualitative Studies in Education, 31(4), 235–256. https://doi.org/10.1080/- Cooper's 2018 research study purposed to examine and compare the experiences of African American male athletes in HWU and HBCU and highlight the key de factos to their positive transformative experiences in social, academic, and athletic exposure in school. Eight personal interviews, 2 focus groups, and eight demographic questionnaires were administered with 12 African American athlete scholars. The research methodologies used were the anti-deficit achievement model and critical race, combined with an understanding of how athletes experienced positive transitional results in two distinct educational, racial and socio-cultural milieus. The findings implicated distinct diversity and main similarities in strategy navigation and institutional variables that promulgate each group's positive outcomes. The study inferred that institutional policy and strategic framework of action significantly affected black athletes' racial, socio-cultural and academic alienation and positivity compared to white athletes (Cooper, 2018). The research scope had limitations in discrimination because it targeted black male athletes’ experiences in HBCU and HWU institutions rather than promoting gender mainstreaming to illustrate experiences in HBCU and HWU among masculine and feminine athletes, as well as white and black racial identities. Crawford II, J. (2022). Recruitment and retention of students. Journalism at Historically Black Colleges and Universities, 1, 97-114. https://doi.org/10.1007/-_7 The research article by Crawford (2022) exemplifies that higher education effectiveness is attained through actual retention and enrollment of students. The U.S legislation unit has imposed laws of integration, segregation, and affirmative action to allow new methods through which some state legislatures can hinder full funding of HBCUs and promote competition with PWIs. The research contest explains that state legislatures and leadership bodies have the authority to develop higher education institutions' budgetary allocations. Therefore, most American state legislatures don't permit HBCU entities to have similar funding, technology innovation, and plant geographical expansion. Such a mechanism leads HBCU institutions to experience inequalities in offering quality education and student support systems like scholarships and athletic funds. For example, 80% of African American students who seek HBCU admission lack the financial resources to cover their upkeep and school fees. Hence, low enrollment and retention of black American students compared to white American students who get favoritism in scholarship awards and admission in PWIs (Crawford, 2022). The study has disadvantageous outcomes such as; failure to outline the statistical representation of fiscal and monetary funds allocated to HBCUs and PWIs. In addition, it doesn't explain the dominance of racism, xenophobia, and social injustices that black American students encounter in enrollment and retention within HBCU institutions. De Zeeuw, M., Fazili, S., & Hotchkiss, J. L. (2021). Decomposing differences in Black student graduation rates between HBCU and non-HBCU Institutions: The devil is in the details. Economics Letters, 202, 109816. https://doi.org/10.1016/j.econlet- De Zeuw et al. (2021) research study describes the similarity between the graduation rates of six-year black students at HBCUs and non-HBCUs. Inductively, the researcher identifies a mechanism that translates institutional and student variables into variance in graduation rates. Such mechanisms include; inadequate funding to HBCU institutions, leading to low retention rates and a lack of institutional resilience in devoting educational resources to black American students in their first year. The study intensifies on improving performance rates among black students through HBCU encouragement to focus on students with lower SAT results. It also explains how decomposing raw diversity can enable HBCUs to improve performance trends among students enrolled through building a support system such as; mental health awareness and scholarship schemes to educate and empower students in goal achievement. For example, HBCU and non-HBCU institutions can have equal numeric of graduand every graduation year, like; 1000 black graduates each. Therefore, such institutions should implement student empowerment programs and career prospect seminars to build resilience and increase the admission and retention of black students (De Zeuw et al., 2021). The research entails a lacuna in disseminating accountability of the state higher education system in funding HBCU and non-HBCU programs on mental health awareness and psychological counseling to increase black students' orientation and graduation. Ellix, S., & Subbuswamy, K. (2018). More than black and white: Mental health services provided to people from Black and minority ethnic communities. Mental Health Services Today and Tomorrow, 1, 55-72. https://doi.org/10.4324/- Ellix & Subbuswamy's (2018) research scope described the term ‘black and ‘black’ and minority ethnic as a reference to people with Caribbean, African and Asian heritages. The black Asian and British are also included. The chapter explained how ethnic minority groups like non-White groups typically experience the greatest inequalities and degradation in the mental health care systems. Therefore, mental health caregivers and specialists incline toward racial and ethnic favoritism in offering quality psychiatric, psychosocial and psychological counseling to patients. Through demography, potential explanation, and epidemiology, Ellix & Subbuswamy described inequalities in accessing mental health services. The white community has a greater percentile of 80% in obtaining mental health services, while the black community has less than 50%. For instance, black mental health professionals reported negative experiences such as service stereotypes and racial inferiority to patients with the same local language assent. The researcher implies that social and health service exclusion among minority ethnic and black communities has culminated in discrimination and racism rates in the public institutions, thus, aggravating increased morbidity rates within them. African American students may suffer mental health disorders while in their degree programs in HBCUs; thus, dropping out of campus becomes a major factor in sustaining their living (Ellix & Subbuswamy, 2018). The research contextualized that students from black communities incur racial stereotyping in accessing mental health medications, thus, low retention rates. The research content has limitations in demonstrating how law legislations have been amended to mitigate mental health service inequalities among black students in HBCUs. Ezeala-Harrison et al. (2014). Male-Female Student Retention in HBCUs: A Comparative Analysis of Sample Data across Five Colleges. Research in Higher Education Journal, 26, 1-15. https://eric.ed.gov/?q=source%3A%22research+in+higher+education+journal%22&ff1=locAlabama&id=EJ- The background statement of the research conducted by Ezeala-Harrison et al. (2014) was evident to research several factors affecting the retention rate among black students in HBCUs. The researcher illustrates variables like; family circumstances, student personality attributes, background events, financial constraints, institutional factors, and social characteristics as impacts of low retention of black students in HBCUs. The article identifies those variables and addresses their consequences for male and female black students regarding continuity ethics. Retention parameters such as; academic behaviors, confidence, education difficulties and commitment, program perception, peer interaction, occupational uncertainty, and personal problems were used to collect data on black students' willingness to continue studies at HBCUs. The graduation rates of black students in American HBCUs remain relatively low at 43% as the gap widens compared to white students. Therefore, black male students often get suspension and discontinuation notices from HBCUs due to deviancy, financial factors, social factors, and personality behaviors (Ezeala-Harrison et al. (2014). The study credits the implementation of mandatory remediation programs to necessitate black male students from poor educational backgrounds to attain basic higher education foundation levels. However, the rate of undergraduate retention among African American and other minority students coherently remains low compared to white students, and the enrollment of African-American students in four-year programs in universities and colleges is increasing. The research study had a limitation in establishing how HBCUs can obtain financial aid to promote mental health program implementation and resilience in rising retention rates among black students. Udeh, P. (2022). “Black students do the real work!”: Maintaining mental health among Black college students at UCLA. Journal for Undergraduate Ethnography, 12(2), 88-105. https://doi.org/-/jue.v12i2.11412 The research concept explains how the black university and college students deal with racial and academic stressors due to racism experienced at PWIs. Udeh (2022) utilized resources at mental health care services at UCLA, where psychological and counseling services acted as UCLA's mental health hubs for over 33,000 students. In addition, the scope explains how black university and college students at UCLA perceive counseling services and utilize black campus clubs to create liberalism. The researcher used a mixed methods approach, and s/he discovered that black students don't use counseling resources due to a lack of predominant cultural psychologists to discuss black-related students’ disorders, traumatic experiences, microaggressions, imposter syndrome, and racism exposure. The black-run campus entities enabled black students to access race-based educational resource materials, thus, signifying their cultural diversity and values (Udeh, 2022). The research has gaps in explaining how ethnography can affect students’ leadership and HBCU operationalization of student affairs because black-run campus organizations can bring about institutional division. Ferguson, A. D. (2022). Exploring the complexities of Black sexual and gender minorities on historically Black colleges and universities. Affirming LGBTQ+ students in higher education, 1, 33-52. https://doi.org/10.1037/- The research chapter discusses the existence and creation of HBCUs. It expounds on the exposure of Black American gender and sexual minorities to HBCUs, excluding the historical context of how HBCUs were geographically located in African American history. The context also explains black Americans' gender and sexual minorities who share the benefits of educational systems (Ferguson, 2022). The historical scope of HBCUs is instrumental in enabling African Americans to access educational opportunities. It demystifies the campus climate, university/ college selection elements for black Americans, and the chronological experiences of former black Americans in HBCUs. It illustrated that adjusting educational programs in HBCUs to complement the interests of black American and sexual and gender minority groups could effectively increase their enrollment and retention rates. The research analyzed policy amendment mechanisms to transition African American students' perception of campus climate and build a supportive and embracing environment for black American gender and sexual minorities. The research article has a limitation in highlighting HBCU organizational governance and evidence of LGBTQ community inclusion in campus activities that transform the welfare of African American students. Gurley, K., & Herd, A. (2019). Differences in the "Inclusion need orientation" of students from a historically Black University versus Predominately white institutions. Journal of College Orientation, Transition, and Retention, 17(1), 45-53. https://doi.org/-/jcotr.v17i1.2712 The research conceptualization focuses on the significance of social adjustment and inclusion in university and college settings which affect student retention. The study's purpose was to investigate the variance in need orientation and inclusion between students from three universities: one HBCU and two PWIs. Using Schutz's FIRO-B parameter, students at the PWIs had significantly higher scores than those at the HBCU on “wanted and expressed inclusion” (Gurley & Herd, 2019). The lower score rates on expressed inclusion among students at HBCUs indicated that they lacked comfortability with consulting others in joining student activities than students from PWIs. In contrast, lower score rates on wanted inclusion imply that students at HBCUs have fewer concerns, motives, and interest in joining student activities than students from PWIs; hence, low retention rates. The research study indicates that black students from HBCUs have limited social interactions with others to learn about school activities. In contrast, students from PWIs have motives, desires, and ambitions to enroll in student social welfare and need orientation. The research context has a gap in scrutinizing factors that affect black Americans to participate in HBCU activities and variables influencing students at PWIs to access great orientation on needs' inclusion. Webb, P., Patrick, L., & Sulzer, S. H. (2018). Stigma and status at an HBCU: Perceptions of racial authenticity among racially underrepresented students in the south. Journal of Black Studies, 49(2), 171-186. https://doi.org/10.1177/- Webb et al. (2018) illustrated that racial-based stigma exists among ethnic minority populations in the U.S. The purpose of the study intensified to determine the limit to which student variables like classification and age are affiliated with acting white allegations. The white Americans' accusation of racial stigmatization among the African Americans had garnered immense attention where studies majored on black students at PWIs. In contrast, students at HBCUs had limited opportunities to report instances of racial degradation and discrimination among themselves; thus, they experienced unprecedented racism and stigmatization at HBCUs premise. The use of quantitative research design promoted analysis of over 100 student surveys, and several significant results were identified (Webb et al., 2018). Anova parameter enabled us to discover findings that illustrated that students' age and classification were fundamentally associated with various aspects complementing race-based stigmatization. The research had limitations like an inadequate policy framework within HBCUs to mitigate racial-based stigmatization among African American students. Griffith, A. N., Hurd, N. M., & Hussain, S. B. (2019). “I didn’t come to school for this”: A qualitative examination of experiences with race-related stressors and coping responses among Black students attending a predominantly White institution. Journal of Adolescent Research, 34(2), 115–139. https://doi.org/10.1177/- The research contest discussed that exposure to race stressors such as alienation could negatively affect black undergraduates from attending PWIs. For instance, their enrollment into PWIs can promulgate unwanted racial discrimination as they struggle to develop a transformative educational environment. The research study aimed to explore black students’ exposures to race-affiliated stressors, adaptability responses, and the responsibilities of natural mentors - students’ social networks and guardians who act as mentors in their lives (Griffith et al. 2019). The administration of semi-structured interviews with 12 black university and college students and their 10 natural mentors facilitated judgment on racial issues. Through thematic analysis, they identified race-associated stressors that affect black students. The participants discussed coping responses like personal reflection and behavioral strategies like working harder in colleges to depict negative stereotyping dynamics. The key findings implicated intentional socialization methods for coping with race stressors. Some trade-offs are affiliated with the identified response of adjustments and the institutional efforts recommended to reduce race-associated stressors, fostering an inclusive learning environment (Griffith et al., 2019). The research study has a gap in analyzing institutional law enactments to criminalize race stressors, discrimination, and sexual and gender inequalities, which affect black students' social welfare and academic performance in HBCUs and PWIs. Herron, J., & Young-Alfaro, M. V. (2021). Racialized perceptions of school violence suspensions of African-American students. Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination, 1,-. https://doi.org/10.4018/-.ch063 A research study by Herron & Young-Alfaro, (2021) elaborated that the history and latest practices of school suspensions ultimately impact African-American students; research review reports indicate that suspension acts are overly used and typically affect African American students. The research purports to explore the methods that educational institutions' violence is disproportionally responded to and attributed to racial mythology. That is an implication that racial discrimination occurs in interpersonal and structural ways like expelling and suspending students of racial identity for similar infractions, whereas white students are freed to return to classes after committing offenses like; assault, truancies, deviance, and verbal abuses. The research concludes by recommending policymakers and educators focus on mitigation methods that impact expelling and suspension practices and racial stereotypes to improve learning, African American students’ outcomes, and school disciplines in HBCUs and PWIs (Herron & Young-Alfaro, 2021). The study also has limitations in failing to outline parole of students conducts into equally punish students regardless of their racial identity; hence, achieving equality and social justice. Livingston, V., Chung, I., Davis-Wagner, D., Ericksen, K. S., Jenkins, V., Nevels, B., & Neely-Goodwin, S. (2021). An examination of the help-seeking behaviors of HBCU students by gender, classification, referral source, and mental health concerns. Social Work in Mental Health, 20(3), 334-349. https://doi.org/10.1080/- Livingston et al. (2021) examined the behaviorism of 428 black students seeking help at urban HBCUs and identified variables instigating students to make mental health care consultations at university counseling centers. In comparison, black students reported redundancy in seeking mental health services, and self-referrals amounted to 39.7% of students consulting mental health affairs. The stigma associated with mental health illness exposure and students' familial capital and social factors affected referral services (Livingston et al., 2021). Peer interpersonal problems, stress, anxiety, depression, couples’ disparities, and family differences majorly influenced student help-seeking behavior. The research concluded that counseling centers could facilitate student growth and development by providing transformative services that promote students' self-management, self-awareness, and intellectual success capacities. The research framework by Livingston et al. (2021) had a gap in discussing how HBCUs can improve their mental health service Centre through funding, capacity building, and recruiting professional psychiatrists. Tam, C. C., Benotsch, E. G., & Weinstein, T. L. (2019). Resilience and psychiatric symptoms as mediators between perceived stress and non-medical use of prescription drugs among college students. The American Journal of Drug and Alcohol Abuse, 46(1), 120-130. https://doi.org/10.1080/- A research scope conducted by Tam et al. (2019) had a background statement that illustrated the high prevalence of drug usage without a doctor's prescription among university and college students. It was vital to identify psychological elements related to NMUPD. Resilience is fundamental in adapting response, which explains resilience safeguards people against stress and tension. The study explored the interrelationship between perceived psychiatric symptoms, stress, NMUPD, and resilience in university and college students. The research methods utilized included online data collection from 1052 undergraduates, equivalent to 68.7% of females with 19.8 years in 2016 at Virginia in the U.S. (Tam et al.,2019). The online data collection method also involved anonymous surveys evaluating perceived resilience; tolerance, control, tenacity and spirituality, psychiatric stress symptoms; social anxiety and depression, and past 3 months of NMUPD; sedatives, stimulants, anxiolytics, and opioids. Tam et al. (2019) indicated that resilience jointly with psychiatric symptoms sufficiently mediated the negative effects of stress perception and anxiety on NMUPD and their relationships. The research scope concluded that resilience offers protection to prevent the negative impacts of perceived psychiatric symptoms and stress on NMUPD. The context had a limitation in analyzing other counter mechanisms introduced to mitigate psychiatric symptoms, stress, and resilience, such as; focus group discussions and therapies among students to mitigate the severity of psychiatric conditions.