I Am Because We Are: Identifying the Factors Influencing the Academic Experiences of African Leadership Academy Graduates Enrolled as Undergraduate Students at Duke University

Autor/in	Olamosu, Seun Bello
Titel	I Am Because We Are: Identifying the Factors Influencing the Academic Experiences of African Leadership Academy Graduates Enrolled as Undergraduate Students at Duke University
Quelle	(2018), (183 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Minnesota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-3138-8
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; Foreign Countries; Academic Achievement; Blacks; Student Experience; Leadership Training; Influences; High School Graduates; Student Adjustment; Student Motivation; Social Adjustment; Foreign Students; North Carolina (Durham); South Africa + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Schulleistung; Black person; Schwarzer; Studienerfahrung; Führungslehre; Influence; Einfluss; Einflussfaktor; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulische Motivation; Soziale Anpassung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	At the onset of Africa becoming the most populous continent in the world, there remains a wide gap in literature about the academic experiences of youth representing the vast diversity of the African continent. In an attempt to bridge some of the gap, the focus of this study is to identify the factors influencing the academic experiences of African Leadership Academy (ALA) graduates enrolled as undergraduate students at Duke University. Particularly, the influence of an ALA education on the academic experiences of the study participants in defining and achieving their academic success. Using a qualitative design, it was decided to use Astin's Input-Environment-Ouput (I-E-O) model to guide the influence of an ALA education on the academic experiences of the study participants at Duke University. The findings show that due to personal motivation and the academic rigor of an ALA education, the study participants adapted relatively well to the academic expectations at Duke University. On the other hand, the study participants' adaptation to the social environment was more difficult due to less preparedness on U.S racial context and individualistic cultural norms as encountered at Duke University. The findings show that the value based and afro-minded education at ALA played a significant part in giving the participants a clear focus for academic success as crucial to impactful personal and societal change. [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