African American Student Retention in the Reserve Officer Training Corps (ROTC) Leadership Program

African American Student Retention in the Reserve Officer Training Corps (ROTC) Leadership Program by Elaine A. Edwards MSS, U.S. Army War College, 2004 MA, University of Southern California, 1988 BA, Central Michigan University, 1981 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University February 2012 Abstract The percentage of qualified African American senior military leaders is significantly lower than the percentage of African Americans serving in the enlisted ranks. With the changing demographics of the 21 century, increasing the number of African American Army officers is a practical as well a moral issue. The purpose of this mixed methods study was to understand African American cadets’ perception of the Army Reserve Officer Training Corps (ROTC) Leadership Program and the impact of ROTC on their lives. The theoretical basis for this study is Sternberg’s theory of intelligence and Woodman, Sawyer, and Griffin’s theory of organizational creativity. The research problem explored the relationship between African American college student retention and their success in ROTC programs. A random sample of 23 junior and senior ROTC cadets at a Historically Black College and University completed a self-administered survey; 12 cadets later participated in an unstructured focus group interview. A statistical analysis revealed positive correlations between African American college student retention and the level of support offered by institutions, families, and peers. Qualitative analysis using the phenomenological approach resulted in data that supported the statistical findings. Results of this study may lead to positive social change through the identification of student influences that promote academic and military achievement, as well as effective retention strategies for African American Army ROTC cadets. Understanding the perceptions of African American cadets about ROTC programs can enhance recruitment and retention efforts of administrators and instructors in both ROTC and higher institutions of learning.The percentage of qualified African American senior military leaders is significantly lower than the percentage of African Americans serving in the enlisted ranks. With the changing demographics of the 21 century, increasing the number of African American Army officers is a practical as well a moral issue. The purpose of this mixed methods study was to understand African American cadets’ perception of the Army Reserve Officer Training Corps (ROTC) Leadership Program and the impact of ROTC on their lives. The theoretical basis for this study is Sternberg’s theory of intelligence and Woodman, Sawyer, and Griffin’s theory of organizational creativity. The research problem explored the relationship between African American college student retention and their success in ROTC programs. A random sample of 23 junior and senior ROTC cadets at a Historically Black College and University completed a self-administered survey; 12 cadets later participated in an unstructured focus group interview. A statistical analysis revealed positive correlations between African American college student retention and the level of support offered by institutions, families, and peers. Qualitative analysis using the phenomenological approach resulted in data that supported the statistical findings. Results of this study may lead to positive social change through the identification of student influences that promote academic and military achievement, as well as effective retention strategies for African American Army ROTC cadets. Understanding the perceptions of African American cadets about ROTC programs can enhance recruitment and retention efforts of administrators and instructors in both ROTC and higher institutions of learning. Dedication “Be the task great or small, do it well or not at all. ” From my childhood, I can still recall hearing those words from my late Dad, Prince William Edwards. For me, those words became a mantra that defined my lifelong pursuit of excellence. Thank you, Dad, for raising the expectation. In that pursuit of excellence, I dedicate this study to my loving parents, the late Prince William Edwards and Imogene Edwards as well as to the entire Edwards Family. As a child I was always a Daddy’s girl who was more interested in the yard work than house work. Yet in reflection, my mom is my hero. Her quiet strength and selfless acts of courage have been truly inspirational to me. If a life given in service to others is a life well lived, then my mom is living well. Thank you, mom, for all the extra chores you performed while I was juggling job, school, and family. Thank you my son, Prince, for your generous heart and honorable military service to the nation. Thank you my son, Paul, for babysitting your nephew Jaden and staying on the school honor roll. I am so proud and thankful to all of you. I could not have completed this journey without your support, encouragement, and love. HOOAH! African American Student Retention in the ROTC Leadership Program