A Case Study: How Do Social and Academic Experiences of African American Nontraditional Female Students on HBCU Campuses Influence Their Motivation to Graduate?

Autor/in	Jackson-Golden, Cheryl D.
Titel	A Case Study: How Do Social and Academic Experiences of African American Nontraditional Female Students on HBCU Campuses Influence Their Motivation to Graduate?
Quelle	(2013), (136 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-4718-5
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; African American Students; Females; Black Colleges; Social Experience; Student Experience; Educational Experience; Nontraditional Students; Student Motivation; Qualitative Research; Case Studies; Student Attrition; Academic Persistence + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Soziale Erfahrung; Studienerfahrung; Bildungserfahrung; Schulische Motivation; Qualitative Forschung; Case study; Fallstudie; Case Study; Schülerbeurlaubung
Abstract	Through a qualitative collective case study research design, the study captured the social and academic experiences of 13 African American nontraditional undergraduate female students enrolled in a historically Black college campus (HBCU) located in the southern United States. Experiences of 13 African American nontraditional undergraduate female students were captured regarding their intrinsic and extrinsic experiences that contributed to their motivation to attain a college degree. The purpose of the study was to add to the body of knowledge by attempting to describe the social and academic experiences of African American nontraditional undergraduate female students on HBCU campuses and how these experiences supported or hampered their motivation to graduate. The goal of the study is to add to the body of knowledge of researched literature so that institutions may be knowledgeable of the undergraduate African American female student cohorts' perspective, so that new strategies could be developed, and old strategies enhanced to improve the graduation rate of these students on HBCU campuses. The finding revealed that without good faculty support that institutions may have results in greater levels of student attrition; therefore, institutions need improvement in the areas of nonacademic services which is deemed critical to the success of faculty support, that lends a hand in nontraditional student motivation and retention. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01