Dissertation Highlights Cutting Edge Research by Recent Doctoral Graduates in the Florida International University College of Education

Although there have been increases in Black undergraduate enrollment, the 6-year graduation rates (42%) remain low compared to other racial/ethnic groups; Asians (67%), White (60%), and Hispanics (49%; NCES, 2010). Using an ex-post facto design, this study investigated personal and institutional factors that relate to Black undergraduate students’ self-efficacy of persistence to the senior year at Florida international University. Black refers to a person having origins in any racial/ethnic groups of Africa and the Afro-Caribbean (IPEDS, 2010; U.S. Census Bureau, 2010). Data was collected through Qualtrics, an online tool available to students, using the Student Institutional Integration Survey (SIIS) a 71-item questionnaire. Descriptive statistics were used to collect background information about the sample (N = 236). Pearson R was conducted to indicate the degree of relationship between the variables, and multiple linear regressions were used to identify variables that are predictors of persistence. Independent samples t-test and analyses of variance were computed to determine whether differences in perceptions of personal and institutional factors that relate to persistence to the senior year in college could be identified by gender and ethnicity. No significant relationship was found between self-efficacy and personal demographic factors. However, self-efficacy was significantly correlated with family support and institutional and goal commitment. Both men and women and the five largest Black ethnic groups strongly agreed that all personal and institutional factors on the SIIS were related to persistence in college. Findings from this study support the tenets of academic and social interaction theories that suggest that students’ interaction with peer and faculty, relationships with family and friends, and involvement in institutional activities and organizations are related to their persistence in college. Implications for Practice The implications for retention practice drawn from this study address the significance of personal and institutional factors in relation to Black ethnic undergraduate students’ perceptions of themselves, their social and academic interactions with their peers, faculty, and the academic learning environment in general. These perceptions and experiences ultimately influence their commitment to the institution and ultimate persistence in college. The findings of the present study support the utility of colleges seeking student feedback concerning undergraduate experiences, and providing more facultystudent interactions, additional opportunities for interracial/ethnic peer interactions and family support activities to increase student persistence. The Role of Attachment in Faculty Mentoring by Rimjhim Banerjee Chair: Dr. Thomas G. Reio, Jr.; Committee: Drs. Tonette Rocco, Martha Pelaez-Nogueras, and Mary Levitt Abstract Mentoring in the workplace is linked to critical organizational outcomes such as job satisfaction, organizational commitment, and intent to turnover. Psychosocial support and career support are provided by mentors to protégés. Mentors receive career and personal benefit from the experience as well. Because one’s attachment style defines one’s ability to form and manage close relationships, attachment theory contributes to the understanding of socio-emotional functioning. This dissertation examined the relationships between attachment and mentoring (independent variables), and job satisfaction, organizational commitment, and intent to turnover (dependentMentoring in the workplace is linked to critical organizational outcomes such as job satisfaction, organizational commitment, and intent to turnover. Psychosocial support and career support are provided by mentors to protégés. Mentors receive career and personal benefit from the experience as well. Because one’s attachment style defines one’s ability to form and manage close relationships, attachment theory contributes to the understanding of socio-emotional functioning. This dissertation examined the relationships between attachment and mentoring (independent variables), and job satisfaction, organizational commitment, and intent to turnover (dependent