A Phenomenological Study: The Shared Experience of African American Community College Students Who Persisted from Remediation, to Graduation and Transfer to a Four-Year College or University

Autor/in	Grady, Damira
Titel	A Phenomenological Study: The Shared Experience of African American Community College Students Who Persisted from Remediation, to Graduation and Transfer to a Four-Year College or University
Quelle	(2017), (139 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Cardinal Stritch University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-9464-2
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; African American Students; Two Year College Students; Community Colleges; Academic Persistence; Remedial Instruction; Graduation; College Transfer Students; Student Attitudes; Student Experience; Self Determination; Student Participation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Community college; Community College; Förderkurs; Abschluss; Graduierung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Schülerverhalten; Studienerfahrung; Selbstbestimmung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The purpose of this study was to explore the contributing factors that assist African American community college students to persist from remediation, to graduation and transfer to a four-year college or university, and to understand the students' perceptions of their transition experiences better. Schlossberg's (1984, 1995, 2006, 2012) transition theory, self-determination theory (Deci & Ryan, 2002), interactionist theory (Tinto, 1993), and the theory of student involvement (Astin, 1984), provided the theoretical framework for this study. Though degree attainment offers many benefits, many students are challenged to succeed (Griffin, 2006). This research extends to the existing literature and theoretical framework of student persistence. To better understand the experiences of African American students who persisted, the interpretative phenomenological analysis (IPA) was the most suitable methodology for this study. Like phenomenology inquiry, IPA concerns itself with how individuals make sense of their lived experiences. Additionally, IPA involves a detailed examination of each participant's life and experience in the world. To better understand the phenomenon, participants were asked to share experiences, specific events, and practices that supported their transition. According to Smith et al. (2012), the use of a purposive sample of five to six participants is highly recommended. Therefore, the current study included a small but diverse sample of five African American participants, men and women, aged 19-30. The purposive sample in this study included individuals who successfully persisted from remedial education at a Midwest community college, to graduation and transfer to a four-year college or university. Six major findings were identified and included the following: perseverance, patience, pillar, perception, participation, and preparedness (6P's). All of the participants agreed that the 6P's are vital to increasing students' persistence from remediation in community college. The implications of this study are significant, as all students utilized the 6P's through each transition phase of their educational journey. Implications of these findings related to practice, research, leadership, learning, and service were also 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	2020/1/01