Protective Factors and Lived Experiences of High Achieving African American High School Graduates

Autor/in	Jack Webb, Beverly Ann
Titel	Protective Factors and Lived Experiences of High Achieving African American High School Graduates
Quelle	(2023), (162 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Texarkana
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-0585-1
Schlagwörter	Hochschulschrift; Dissertation; African Americans; High School Graduates; High Achievement; Experience; African American Teachers; Racial Factors; Socioeconomic Background; Locus of Control; Parent Participation; Parent Student Relationship; Teacher Student Relationship; Peer Relationship; Community Support; Church Role; African American Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Afroamerikaner; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Erfahrung; African Americans; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Sozioökonomische Lage; Elternmitwirkung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Kirchenbild; Student; Students; Schüler; Schülerin; Studentin
Abstract	Nationwide, achievement data show an ongoing discrepancy between students based on race and ethnicity, with students of poverty at greatest risk. Research shows risk factors extend to students from low and high socioeconomic status but can be mitigated by protective factors. Review of literature supports studies that are asset-based and include participant voice. The current case study examined the lived experiences of eleven high achieving, African American high school graduates from various socioeconomic backgrounds through the lens of resilience theory and human motivation theory. Interview questions focused on internal and external protective factors. Data from semi-structured interviews were analyzed using narrative and thematic analysis. Findings provide support for research on protective factors from the voice of the graduates themselves. In addition, findings identify the presence of black teachers, and race representation and socioeconomic background as potential mechanisms for motivating students to capitalize on protective factors including (a) locus of control, (b) parent support, (c) teacher relationships, (d) peer relationships, (e) community and church support. Study findings contribute to literature and practice of educators and education leaders seeking to support for African American student success from an asset-based perspective. [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	2024/1/01