A Phenomenological Qualitative Study of the Lived Experiences of First Year African-American Students Majoring in Business at Grambling State University

Autor/in	Sly, Kevin D.
Titel	A Phenomenological Qualitative Study of the Lived Experiences of First Year African-American Students Majoring in Business at Grambling State University
Quelle	(2017), (180 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grambling State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-3663-2
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Qualitative Research; Student Experience; African American Students; Majors (Students); Business Administration Education; Academic Persistence; Black Colleges; College Freshmen; Family Influence; College Faculty; Teacher Student Relationship; Tuition; Social Influences; Student Costs; School Holding Power; College Choice; Louisiana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Studienerfahrung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Studienanfänger; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterweisung; Unterricht; Sozialer Einfluss; Studienkosten; Studienortwahl
Abstract	The purpose of this phenomenological study is to qualitatively describe the cognitive, institutional, and social factors that influence the persistence rates of first year African-American students majoring in Business at Grambling State University, a Historically Black College and University (HBCU). The overall focus of this study was to examine the lived experiences of 12 African-American first year students in order to gain an understanding of the integration of the factors relative to their decision to persist. Persistence leads to a degree completion regardless of the institution type, and the aim of this study is to highlight the importance of HBCUs in their continued mission of opening the doors for African-American students in higher education. Six themes were generated from 40 open-ended questions: 1) The HBCU Decision (Influence on Relationship with Family); 2) Quality of Learning and Aptitude (Influence on Relationship with Departmental Faculty); 3) Quality of Programs and Services (Influence on Relationship with Departmental Staff); 4) Quality of Life (Influence on Social Relationships); 5) Cost of Attending (Affordability of Enrolling); and 6) Cognitive, Institutional and Social, Improvements (Most and Least). An interpretive phenomenological analysis (IPA) was used to develop a narrative account in order to describe the causally-linked set of events for each student. The significance of this study can assist institutions in developing methods and strategies to make informed decisions regarding programs, activities, and services that aid in retaining students through the first year at HBCUs and subsequent graduation. The reasons associated with African-American students attending an HBCU can assist students, parents, faculty members, staff, administrators, and other stakeholders at HBCUs in developing and cultivating an environment of high quality education. [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