African American College Students at Predominantly White and Historically Black Colleges and Universities

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Autor/in	McDonald, Nicole L.
Titel	African American College Students at Predominantly White and Historically Black Colleges and Universities
Quelle	(2011), (124 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Vanderbilt University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-6434-5
Schlagwörter	Hochschulschrift; Dissertation; African American Students; College Students; Barriers; Success; Student Experience; Black Colleges; Racial Composition; Whites; Educational Environment; Institutional Characteristics; Socialization; Student Characteristics; Social Influences; Student Adjustment; Gender Differences; Heuristics + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Erfolg; Studienerfahrung; White; Weißer; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Socialisation; Sozialisation; Sozialer Einfluss; Adjustment; Adaptation; Geschlechterkonflikt; Heuristik
Abstract	The purpose of this study was to more fully understand the socialization experiences of African American college students, and to investigate and/or uncover new information that can offer meaningful insight for transforming institutional barriers that interfere with the success of African American college students. The existing literature indicates that the experiences of African American college students differ between historically black and predominantly white higher education institutions. This study explores these differences through the following primary questions: How do individual and institutional factors interact to influence the socialization experiences of African American college students attending PWIs and HBCUs? How do African American college students' backgrounds assist or impede their socialization at HBCUs and PWIs? How do African American college students perceive institutional factors as helping/hindering their socialization experiences (i.e., their ability to navigate and adjust to the academic and social systems of the institution)? A secondary question that this study will explore is: How do the socialization experiences of African American college students vary according to gender? Significance: This study is significant because it begins to fill gaps in the knowledge about the experiences of African American college students in general, and the comparative experiences of African American college students at predominantly white and historically black institutions specifically. This study is particularistic and heuristic in that it explores the socialization experiences of African American college students and how predominantly white and historically black institutional contexts impact their experiences. The findings of this study add to the literature by providing information for understanding the experiences of African American college students not currently available. One outcome of this research study is a better understanding of the impact of institutional factors on African American college students' socialization experiences. Inferences from this study could be used to enhance the general study of college impact and student development. In addition, this study could be useful to scholars as well as to college and university presidents, deans, faculty, and administrators in developing institutional environments that are optimally conducive to African American students. success. Further, this study provides school counselors, parents and African American prospective college students with additional information to consider when making decisions about higher education. (Abstract shortened by UMI.). [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