A Phenomenological Study: African American Student Persistence at a Predominantly White University

Autor/in	Jackson, Wilma Rochelle
Titel	A Phenomenological Study: African American Student Persistence at a Predominantly White University
Quelle	(2018), (210 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Doane University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-3851-6
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Academic Persistence; Graduation; Undergraduate Students; College Graduates; Institutional Characteristics; African American Attitudes; Teacher Student Relationship; Peer Relationship; White Students; Racial Relations; College Environment; Student Organizations; Fraternities; Sororities; Social Support Groups + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Abschluss; Graduierung; Hochschulabsolvent; Hochschulabsolventin; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Hochschulumwelt; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Frauengruppe; Social support; Soziale Unterstützung
Abstract	The purpose of this phenomenological study was to describe the essential structure of African American student persistence to graduation. The central research question addressed in this study was: How do African American recent graduates describe their persistence to complete their undergraduate college degree at one predominantly White university in the Midwest? There were a total of eight research questions. Nine individuals participated in this study. Participants had to identify as African American or Black as their only race and graduate during the years of 2015, 2016 or 2017 from one predominantly White institution. Data were collected through individual interviews using a semi-structured interview protocol. Interviews were audio recorded and transcribed verbatim. Transcripts were coded using an In Vivo coding method. Codes were grouped and regrouped until themes emerged. Analysis of the transcripts led to three themes. The first theme Racial Biases, addressed the experiences that participants described that occurred because of the color of their skin. The second theme, Relationships with Faculty, addressed participants' in the classroom and out of the classroom encounters with faculty. The third theme, Relationships with students, addressed participant's encounters with Black students and White students. The findings iv indicated that (a) campus climate played a key role in the African Americans' interaction with faculty, staff, and peers on campus; (b) having support systems were an important component of persistence to graduation; (c) participants experienced growth when they engaged with other African Americans on campus-students, staff, and faculty, (d) participants struggled with having their voices heard and being understood by Whites, and (e) student organizations and the Greek life system were not welcoming to Black students. [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