15,000 Degrees: Supporting and Advancing a College-Success Culture in the African-American Community

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Autor/in	Johnson, Candice Walker
Titel	15,000 Degrees: Supporting and Advancing a College-Success Culture in the African-American Community
Quelle	(2018), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Spalding University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-6040-8
Schlagwörter	Hochschulschrift; Dissertation; African American Community; African American Students; Case Studies; Focus Groups; Interviews; Educational Attainment; Neighborhoods; Learner Engagement; Family Involvement; Academic Degrees; Academic Achievement; Partnerships in Education; College School Cooperation; Kentucky (Louisville) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Bildungsabschluss; Bildungsgut; Neighbourhoods; Nachbarschaft; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Schulleistung; Hochschulpartnerschaft
Abstract	This study explores how a community initiative supports and advances a college-success culture in the African-American community. Research about creating and sustaining a college-going culture and a college-success culture within secondary schools and universities with a goal of increasing degree attainment is plentiful. However, a lack of focus by community groups exists on community-wide efforts to advance college access, persistence, and graduation among African-American students. The 15,000 Degrees initiative, based in Louisville, KY, was selected for this case study. The researcher conducted a focus group interview with the co-chairs of the 15,000 Degrees initiative and the program's consultant. The interview was transcribed, and the researcher conducted follow-up phone interviews with two of the interview participants. The researcher also reviewed planning documents, a grant proposal, and a document outlining the initiative's recent successes. Numerous themes regarding how the 15,000 Degrees initiative supports and advances a college-success culture emerged from the interview and document analysis, including 1) ownership of the challenge to increase African-American educational attainment in Louisville; 2) advocacy by the initiative's leaders and steering committee members for policies and programs to support an equitable education system; 3) partnership and collaboration with non-profit organizations, public school system, faith-based organizations, and higher education institutions; 4) neighborhood focus and grassroots efforts, concentrating on five predominantly African-American neighborhoods in Louisville; 5) financial support through scholarships for incoming college freshmen, current college students, and adult learners; 6) data analysis that focuses on African-American educational attainment within the five neighborhoods; 7) student and family engagement through college access awareness and information; and 8) passionate leadership from the steering committee co-chairs and consultant, though their visibility and voice in the Louisville community. The results of the study describe practices and strategies used to support and advance a college-success culture. Passionate leadership was evident from the 15,000 Degrees co-chairs and the consultant who recognized a responsibility for using their personal gifts and talents to help move the African-American community forward. Additionally, the participants saw that changing strategic directions and focusing on systemic and societal challenges in education allows for greater impact. This study suggests that communities can benefit from strategic partnerships and data-driven advocacy to create solutions that address low degree attainment in African-American communities. Implications from the study encourage further investigation into the local policies that impact college degree attainment for African-American students. This study also recommends that future research explores similar cities to gauge community involvement in supporting and advancing a college-success culture. [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