Inclusive Learning Environments: A Focus on Learning Styles, Gender, and Personality Types

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dc.contributor.authorThomas, Morrisen
dc.contributor.authorHilton, Adrielen
dc.date.accessed2018-01-30en
dc.date.accessioned2018-06-22T15:34:46Zen
dc.date.available2018-06-22T15:34:46Zen
dc.date.issued2016en
dc.description.abstractAfrican-Americans have struggled to access to higher education since before Abraham Lincoln signed the Emancipation Proclamation in 1863. Since the 1970s, doors of PWIs, including many state comprehensive universities (SCUs), have opened for African-Americans. However, African-Americans enrolled at these institutions tend to be less successful than White students as evidenced by the attrition disparity (Thelin, 2004). Researchers have examined many outside classroom assistance programs, such as orientation programs, mentoring programs, and learning support services, yet the retention and persistence of African-American college students continue to fall behind many of their counterparts.en
dc.description.sponsorshipTeacher-Scholar: The Journal of the State Comprehensive Universityen
dc.format.mimetypeapplication/pdfen
dc.identifier.sourceurlhttps://scholars.fhsu.edu/cgi/viewcontent.cgi?article=1048&context=tsen
dc.identifier.urihttp://hdl.handle.net/10919/83678en
dc.identifier.volumeVolume 7, Article 5en
dc.language.isoen_USen
dc.publisherTeacher-Scholar: The Journal of the State Comprehensive Universityen
dc.rightsCreative Commons Attribution-NonCommercial 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/en
dc.subjectAfrican American studentsen
dc.subjectaccess to higher educationen
dc.subjectDropouts--Preventionen
dc.subjectstudent retentionen
dc.subjectservice learningen
dc.subjectorientation programsen
dc.titleInclusive Learning Environments: A Focus on Learning Styles, Gender, and Personality Typesen
dc.typeArticleen
dc.type.dcmitypeTexten

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Higher Education Policy for Minorities in the United States