Student Voices: The Engagement Black Students Wish for with Black Faculty at a Predominantly White Institution

Autor/in	Gardner, Tasha
Titel	Student Voices: The Engagement Black Students Wish for with Black Faculty at a Predominantly White Institution
Quelle	(2019), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3920-7956-0
Schlagwörter	Hochschulschrift; Dissertation; Student Empowerment; Learner Engagement; African American Students; College Students; African American Teachers; College Faculty; Institutional Characteristics; Whites; School Holding Power; Student Attitudes; Student Experience; Minority Group Teachers; Critical Theory; Race; Mentors; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienberechtigung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Fakultät; White; Weißer; Schülerverhalten; Studienerfahrung; Kritische Theorie; Rasse; Abstammung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Black students at predominantly white institutions (PWIs) do not interact with Black faculty, which can impact their engagement with the university. The purpose of this research was to understand the experience that Black students have at a PWI due to the presence or lack of presence of Black faculty and how that impacts their engagement and retention at the university. This issue matters because Black students are not retained and do not graduate at the same rates as White students. If Black students are not engaged, they will continue to leave; however, resolution of this issue may result in improved student satisfaction and increased retention. The research question explored in this study centered on how Black students at a PWI perceive their experiences with Black faculty. Critical race theory (CRT) was used with an interpretative phenomenological analysis methodology. Six Black students were interviewed individually and then participated in a focus-group discussion. The following themes arose during the conversations: "classrooms at a PWI, seeing someone who looks like me, our voice represented on campus, and finding support." The students shared that they want to see Black faculty so they may cultivate mentor relationships and see greater possibilities for their future. They also want to have their voice represented on campus. In addition to building mentoring relationships, another recommendation is to provide students with the opportunity to network with Black faculty currently at the university. [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