Advisor(s) - Committee Chair
Anthony D. Norman (Director), Robert Reber, Lacretia Dye
Educational Leadership Doctoral Program
Doctor of Education
This study examined the impact of the Minority Assistantship Program on program participants at a predominantly White institution (PWI) in southcentral Kentucky. A total of 103 MAP participants, 524 African American (AA) Non-MAP students, and a random sample of 103 Non-AA Graduate Assistants were studied. The main research question sought to determine any significant differences in the characteristics of the MAP participants compared to Non-MAP AA students and Non-AA Graduate Assistants. A focus group also was used to gain deeper insight into the experiences of the AA MAP program participants. Data collected on the three groups revealed that MAP students were retained and graduated at significantly higher rates than both Non-MAP AA students and Non-AA Graduate Assistants. No significant differences were found in the GPA and Time to Graduation (TTG) between MAP and the comparison groups. Focus group questions were developed to provide insight into how current students benefit from the MAP program. Five current MAP program students participated. Content analysis of focus group answers yielded the following four themes: Program Awareness, Program Benefits, Program Components, and Program Resources. Implications and recommendations for the MAP program and similar programs were made based on the results from this study.
Education | Educational Leadership | Higher Education
Martin, Kenyetta, "The Minority Assistantship Program (MAP): Graduate Outcomes and Impact" (2014). Dissertations. Paper 67.