A Phenomenological Study of African-American Community College Students in the Baltimore County Area

Autor/in	Osborne, Taneisha L.
Titel	A Phenomenological Study of African-American Community College Students in the Baltimore County Area
Quelle	(2012), (181 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-3318-1
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; College Students; African American Students; Interviews; Student Attitudes; Phenomenology; Decision Making; College Attendance; White Students; Academic Achievement; Achievement Gap; Slavery; Educational Attitudes; Educational Policy; Racial Differences; Racial Discrimination; Stereotypes; Educational Experience; United States History; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Schülerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Decision-making; Entscheidungsfindung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Schulleistung; Sklaverei; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Politics of education; Bildungspolitik; Rassenunterschied; Racial bias; Rassismus; Klischee; Bildungserfahrung
Abstract	Numerous empirical studies have been conducted to examine the factors that influence African American community college students' decisions to pursue a higher education. Studies have also examined the causes of the achievement gap between African-Americans and European American community college students. However, there is limited research about how historical events, such as slavery and post slavery, have affected the current generations' perception about education and their ability to succeed. This phenomenological study identified the potential factors that influence African-American community college student's achievement level, perception, and experiences, concerning higher education. Ten community college female and male African-American students from three main campuses affiliated with the Community College of Baltimore County (CCBC) were interviewed about the potential factors that have influenced their decision to enroll and complete a higher education degree at the community college. The 10 students interviewed varied in age, professionalism, and credit completion. The study was guided by an initial question: To what extent are current African-American community college student's achievement levels affected by previous and current discriminatory educational policies, racial inequality, and negative stereotypes? After analyzing the African-American community college students' responses from the interview transcripts, the study revealed an array of factors, personal experiences, and historical moments that affected the students' academic achievement. [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