African American Males Who Persisted in Higher Education at Online Universities: A Phenomenological Study

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Autor/in	Kinnebrew, Dexter Leddell
Titel	African American Males Who Persisted in Higher Education at Online Universities: A Phenomenological Study
Quelle	(2019), (127 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-7969-7
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; Academic Persistence; Student Experience; Student Motivation; Online Courses; Educational Technology; Racial Bias; Barriers; Resilience (Psychology); College Graduates; College Students; Family Influence; Peer Influence; Self Determination + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Studienerfahrung; Schulische Motivation; Online course; Online-Kurs; Unterrichtsmedien; Racial discrimination; Rassismus; Hochschulabsolvent; Hochschulabsolventin; Collegestudent; Selbstbestimmung
Abstract	The problem investigated in this study focused on the African American male population in higher education is not only exceptionally low, but enrollment and persistence rates have remained astonishingly lower than all other groups of students completing higher education. The purpose of this qualitative phenomenological study was to examine the lived experiences of African American men who have persisted in higher education to learn of their motivational factors regarding their educational success. The research questions explored participant's lived experiences of the factors that contributed to their persistence at online universities, racial and other barriers they may have faced in pursuit of their online degrees and how they overcame them to persist to graduate with their respective degrees. The sample included six African American male graduates from online universities who persisted through graduation. Semi-structured interviews were utilized to collect data from six African American males between the ages of 25 and 50. Moustakas' (1994) four-step process was used to analyze the interview data. The four-step process of analysis, according to (Moustakas, 1994), involves epoche, phenomenological reduction, imaginative variation, and the synthesis of meanings and essences. From interviews, themes of family, a strong personal belief in the value of a higher education, finances for education, time management, and emotional and physical stress emerged. Participants shared lived experiences of persistence as in the lives of African American males, support of family has been deemed and duly noted as an important factor for their persistence from this study. Implications from this study show that family support, motivation from family and friends, self-determination, and perseverance were the factors that caused these six African American males to persist at their respective online universities. Future recommendations for practice is recommended that administrators of online universities set up programs that offer continuous mandatory training for all faculty on how to be mentors, not only to African American male students, but all students seeking higher education degrees at online universities. Another recommendation is for administrators of online universities are to develop preventive measures to ensure that African American males continue to persist at online universities. Based on the findings of this research and existing research, administrators should impose a supportive environment that will engage African American males to assist them with persisting at online universities. [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