A Grounded Theory of the Course-Choosing Experiences of African American High School Students and Their Families Related to Advanced-Level Courses

Autor/in	Jones, Brenda Laverne
Titel	A Grounded Theory of the Course-Choosing Experiences of African American High School Students and Their Families Related to Advanced-Level Courses
Quelle	(2009), (200 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Texas at San Antonio
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-3812-0
Schlagwörter	Hochschulschrift; Dissertation; Grounded Theory; African American Students; Career Planning; Self Efficacy; Academic Achievement; High School Students; Course Selection (Students); Racial Differences; Achievement Gap; Student Attitudes; Student Motivation; Competence; Guidance; Qualitative Research; Advanced Courses + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Karriereplanung; Self-efficacy; Selbstwirksamkeit; Schulleistung; High school; High schools; Oberschule; Course selection; Kurswahl; Rassenunterschied; Schülerverhalten; Schulische Motivation; Kompetenz; Beratung; Qualitative Forschung; Fortgeschrittenenunterricht
Abstract	Research findings indicate that students' course selections impact the racial and ethnic achievement gap. Exposure to advanced-level courses has been found to lessen this gap and enhances success after high school. Despite this, African American students tend to evidence lower participation in these courses than do other racial and ethnic student groups. The purpose of this qualitative study was to better understand and discover factors that influence the course-choosing behaviors of students with a goal of assisting them through academic guidance and career planning. The findings indicated that student participants' thoughts and feelings derived from their experiences, which affected their confidence, motivation, and self efficacy levels. Experiences perceived by participants as negative bred apprehension that adversely impacted beliefs in personal competencies, and non-participation in the courses. Positively perceived experiences bred success and contributed to increased confidence, strong beliefs in personal competencies, and enrollment in the courses. The theory that evolved from this analysis is that students' thoughts and feelings about their personal competencies greatly impacted their course-choosing decisions and served as determinants for enrollment (or not) in advanced-level courses. Implications for students and their families, counselors, and the broader academic community are discussed. [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