"The Boys in the Back of the Room": Working-Class Male Students' Perceptions of the First-Year Experience in the Community College

Autor/in	Prescott, Charles E.
Titel	"The Boys in the Back of the Room": Working-Class Male Students' Perceptions of the First-Year Experience in the Community College
Quelle	(2019), (142 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3920-7973-7
Schlagwörter	Hochschulschrift; Dissertation; Working Class; Males; Student Attitudes; College Freshmen; Student Experience; Two Year College Students; Community Colleges; Rural Schools; Anxiety; Family School Relationship; Self Efficacy; Academic Achievement; Academic Persistence; Masculinity + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arbeiterklasse; Male; Männliches Geschlecht; Schülerverhalten; Studienanfänger; Studienerfahrung; Community college; Community College; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Angst; Self-efficacy; Selbstwirksamkeit; Schulleistung; Männlichkeit
Abstract	This study examined how working-class male students perceive their experiences during the first semester at a community college in order to identify strategies they employ to overcome challenges and achieve academic success. Semi-structured interviews were conducted with seven working-class male students who persisted to at least a second semester at a small, rural community college in the Northeast region of the United States. Transcripts were analyzed using interpretative phenomenological analysis (IPA) to identify themes. Four major themes emerged: dealing with anxiety during the transition into the community college; establishing an effective school/work/life balance; building self-efficacy to achieve academic success; and, masculinity issues around the idea of male (dis)engagement. These findings were considered in light of the extant literature and Bourdieu's theory of cultural production through the interaction of habitus, capital, and field, with an emphasis on Connell's theory of the social construction of masculinities. The study suggests that maximizing male students' sense of mattering and utilizing strategies that increase self-efficacy, especially First-Year Experience courses, can increase the likelihood of student persistence and achieving academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01