A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting

Autor/in	Holland, Syreeta R.
Titel	A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting
Quelle	(2017), (152 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-0184-2
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; African American Students; High School Students; Transitional Programs; Middle School Students; Urban Schools; Grade 8; Grade 9; Parent Attitudes; Critical Theory; Race; College Freshmen; Parents; Student Surveys; Parent Surveys; Minority Group Students; Private Schools; Comparative Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Elternverhalten; Kritische Theorie; Rasse; Abstammung; Studienanfänger; Eltern; Schülerbefragung; Private school; Privatschule
Abstract	Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race. The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS. [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