I Second That Emotion: A Phenomenological Study of the Socioemotional Experiences of Black and Latinx Students in Developmental Education

Autor/in	Foster-Irizarry, Toni
Titel	I Second That Emotion: A Phenomenological Study of the Socioemotional Experiences of Black and Latinx Students in Developmental Education
Quelle	(2023), (247 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-9014-3
Schlagwörter	Hochschulschrift; Dissertation; Social Experience; Emotional Experience; Student Experience; Community College Students; African American Students; Hispanic American Students; Developmental Studies Programs; Student Attitudes; Emotional Response; Individualized Instruction; Student Motivation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Soziale Erfahrung; Studienerfahrung; Community college; Community colleges; College students; Community College; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Schülerverhalten; Emotionales Verhalten; Individualisierender Unterricht; Schulische Motivation
Abstract	Some community colleges lack the socioemotional support required to help underprepared students grow into autonomous, college-ready learners (Callahan, 2004; Capt et al., 2014). Black and Latinx students could benefit from the inclusion of positive, emotionally supportive programming that acknowledges their personhood, cultural capital acquisition, and potential educational trauma caused by years of negative school experiences and emotions. The current phenomenological study explored the emotion-based perceptions of eight Black and Latinx students' experiences in developmental education classes at two urban community colleges. The central research question asked, "How do Black and Latinx community college students perceive and emotionally respond to developmental education experiences with educators?" The researcher utilized a theoretical framework comprised of Critical Theory with a focus on emotions, which provided a deeper understanding of the impact of students' perceptions. The most prevalent themes in the study demonstrated the impact of individualizing the academic experience, the benefits of motivating students, the effect of the presence of deficit of thinking, and the use of emotional awareness from developmental education students. By examining the students' perceptions of their experiences, the results of this study provided commonalities that students share in their emotional responses that can inform further research and policy supporting students in developmental education classes. [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