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COMPARING ENGAGEMENT: PREDICTING AFRICAN AMERICAN STUDENT SUCCESS AT PREDOMINATELY WHITE INSTITUTIONS AND HISTORICALLY BLACK COLLEGES AND UNIVERSITIES Christian Gamm November 28,2011 The study examined the relationship between African American student engagement and student background variables through the context of institution type. The study focused on the impact of student background variables (mother's level of education, father's level of education, enrollment status, sex, and grade point average) on student engagement, while taking into account institution types. Differences in engagement levels between different types of institutions were explored. Engagement variables were measured as benchmarks of effective educational practice gathered from the National Survey of Student Engagement. The results indicated that African American students had significantly higher grade point averages when attending Historically Black Colleges and Universities (HBCUs) as compared to African American students who attended Predominately White Institutions (PWIs). Additionally, institution type was found to be a significant predictor of all NSSE benchmark scores with the exception of Level of Academic Challenge. Enrollment status was found to be a significant predictor

Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities.