"It's Levels to This": Black Undergraduate Female Student Perceptions Regarding Their Level of Involvement in Black Student Organizations

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Autor/in	Davis, Tiffany J.
Titel	"It's Levels to This": Black Undergraduate Female Student Perceptions Regarding Their Level of Involvement in Black Student Organizations
Quelle	(2022), (172 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Temple University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-4807-6
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Females; Undergraduate Students; Student Organizations; Student Participation; College Environment; Predominantly White Institutions; Student Attitudes; Extracurricular Activities; Academic Persistence; Student Experience; Student Responsibility; Student Personnel Services; Cultural Relevance; Student Leadership + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hochschulumwelt; Schülerverhalten; Außerunterrichtliche Aktivität; Studienerfahrung; Studentenwerk
Abstract	This qualitative study describes the experiences of Black undergraduate women who are involved in a Black student organization at a public predominantly White institution (PWI) beyond the freshman year. Understanding how these students are involved, the meaning they make of their participation, and how they simultaneously manage extracurricular activities, and their academic responsibilities is essential to providing Black women with support that will help reduce barriers to persistence. Questions about their level of involvement provide insight into how these students perceive their participation in student organizations. The following research questions are aligned with the theoretical suggestions made within Astin's Theory of Student Involvement and Patricia Hill Collins' Black Feminist Thought: How do Black undergraduate women describe their experience as members of a Black student organization on a predominantly White campus?, How do Black undergraduate women make meaning of their extracurricular involvement in a Black student organization on a predominantly White campus, How do Black undergraduate women simultaneously manage their extracurricular involvement and academic responsibilities while trying to reduce barriers to college retention, What perception do Black undergraduate women have regarding the role extracurricular involvement in a Black student organization plays in their persistence and academic outcomes? For this study, I utilized three tenants from Black Feminist Thought Framework (Collins, 2000) in collaboration with the Student Involvement Theory (Astin, 1984) to provide a critical lens during the investigation of Black undergraduate women who are involved in a Black student organization. The emerging themes from the study indicated the importance of Black student organizations on white campuses and the type of experiences Black undergraduate women have as members of such groups. Staff members indicated a lack of university services and support in retaining and assisting these students. The emerging themes of the study are creating culturally relevant experiences, taking on leadership roles, strategies to manage academic and extracurricular activities, Benefits of Involvement, controlling narratives and definitions. Findings from this dissertation study have the potential to contribute to the literature on Black undergraduate women and their experiences in culturally relevant student organizations. [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	2024/1/01