Perspectives of Faculty and Staff Regarding College Access for Underrepresented Students in Rural Areas

Autor/in	Giles, Tynisa
Titel	Perspectives of Faculty and Staff Regarding College Access for Underrepresented Students in Rural Areas
Quelle	(2012), (165 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-3359-7
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Secondary School Teachers; High School Students; Access to Education; Higher Education; Disproportionate Representation; Phenomenology; Empowerment; Theories; Interviews; Audio Equipment; Cluster Grouping; Family Influence; Community Influence; Seminars; Rural Areas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Phenomenological psychology; Phänomenologie; Psychologie; Theory; Theorie; Interviewing; Interviewtechnik; Audio-CD; Eingruppierung; Seminar; Rural area; Ländlicher Raum
Abstract	Compared to urban/suburban secondary school students, traditionally underrepresented students in rural areas often do not enroll or attend 4-year colleges and universities because of limited high school resources. To address this problem, higher education experts have suggested that high school faculty may serve as catalysts to encourage increased educational equality by promoting college as an achievable option. The purpose of this phenomenological study was to explore the lived experiences of a group of rural high school faculty and staff regarding this issue. The research questions explored faculty and staff advocacy attitudes and practices on behalf of underrepresented students and access to higher education. The theoretical framework that guided this study was empowerment theory. A convenience sample of 12 faculty and staff from a rural school district participated in audiotaped interviews. Data were analyzed using the Stevick-Colaizzi-Keen coding method. This analysis included synthesizing data into clusters and then grouping data into emerging themes. Findings indicated participants believed the influences from family and the community undermined underrepresented students from receiving greater access to higher education and that faculty and staff do have the knowledge and experience to reduce recidivism concerning college access for underrepresented students. The study project is a seminar structured with the goal of changing the mindsets of how college access was viewed within the rural community and finding ways to support parents and community members in their efforts to be more proactive on behalf of underrepresented high school students. This project may serve as a catalyst toward social change because of its focus on developing relationships throughout the rural community in order to better serve underrepresented 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	2017/4/10