Counterstories: Urban Black Students' Perceptions of How Faculty Influence Their Academic Success at a Small, Rural, Predominately White Liberal Arts College

Autor/in	Ansorge, Vicki I.
Titel	Counterstories: Urban Black Students' Perceptions of How Faculty Influence Their Academic Success at a Small, Rural, Predominately White Liberal Arts College
Quelle	(2015), (151 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Edgewood College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-3096-3
Schlagwörter	Hochschulschrift; Dissertation; Student Attitudes; African American Students; College Faculty; Academic Achievement; Institutional Characteristics; Disproportionate Representation; Undergraduate Students; Teacher Student Relationship; Structured Interviews; Full Time Students; Critical Theory; Race; Teacher Participation; Rural Schools; Liberal Arts; Urban Culture; Cultural Differences; Qualitative Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Fakultät; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Vollzeitstudium; Kritische Theorie; Rasse; Abstammung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Stadtkultur; Kultureller Unterschied; Qualitative Forschung
Abstract	The purpose of this qualitative study was to expand knowledge about the needs of urban Black undergraduate students by exploring their perceptions of the impact of faculty interactions, in and out of the classroom, at a small rural predominately White institution. Study participants were full-time undergraduate students who self-identified as Black or African American and who were attending college for their second or subsequent semester. The primary data source was structured interviews conducted in the spring of 2014. Data sources also included observation notes and demographic information from the university database. Through the lens of Critical Race Theory, this study explored the perceptions participants had of the impact of faculty engagement on their academic success. The seven findings in this study strongly indicate that these participants saw personal connections, especially with faculty, as influencing or hampering their academic success. Recommendations included enhancing campus support for urban Black students, demonstrating a commitment to support diversity efforts, more fully embracing the college value of community, providing a safe haven for students to report problems, maintaining access to college leadership, and encouraging greater faculty engagement. [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