Academic Connections: A Qualitative Study Examining African American Women's Perception of Fitting in and Belonging in Graduate Counseling Programs

Autor/in	Boyd, Monica F.
Titel	Academic Connections: A Qualitative Study Examining African American Women's Perception of Fitting in and Belonging in Graduate Counseling Programs
Quelle	(2018), (166 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Chicago School of Professional Psychology
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-3432-2
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Females; Graduate Students; Racial Composition; College Environment; Whites; Student School Relationship; Identification (Psychology); Racial Identification; Student Experience; Ethnic Stereotypes; Student Attitudes; Resilience (Psychology); Racial Bias; Self Concept; Counselor Training + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulumwelt; White; Weißer; Schüler-Lehrer-Beziehung; Studienerfahrung; National stereotype; Nationales Stereotyp; Schülerverhalten; Racial discrimination; Rassismus; Selbstkonzept
Abstract	The purpose of this study was to explore the experience of fitting-in and belonging on African American women enrolled in graduate counseling programs attending a Predominantly White Institution (PWI). This study examined how racial identity influenced each woman's unique experiences of fitting-in and belonging. Each participant had to self-identify as a women, an African American or a Black American born women, and be currently enrolled in a graduate counseling program. Overall findings of the study found that racial identity did impact the experience of both fitting-in and belonging for the participants. The data identified three separate clusters or cohorts of students who acknowledge that race identity impacted their experiences at a PWI along with the perspective of fitting-in and belonging. The participant cohort which was defined utilizing Cross Racial Identity Scale (CRIS) included: (1) High, those that reject negative stereotypes about Blacks, have less self-hate, and a willingness to work with others, (2) Low those that are not Pro-Black or Anti-Black, Pro-White or Anti-White, these individuals avoid dealing with issues of race and (3) Pre-Encounter, those that accept negative stereotypes about Blacks, have self-hate, and attitudes of miseducation or assimilation. Implications are discussed for training, counseling, and future student support. [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