A Qualitative Study to Examine How Nontraditional African American Women Draw from Community Cultural Wealth to Persist in Higher Education

Autor/in	Dailey, Veunta K.
Titel	A Qualitative Study to Examine How Nontraditional African American Women Draw from Community Cultural Wealth to Persist in Higher Education
Quelle	(2023), (291 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Sacramento
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-5947-6
Schlagwörter	Hochschulschrift; Dissertation; Nontraditional Students; African American Students; Females; Cultural Capital; College Students; Social Capital; Academic Persistence; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Collegestudent; Sozialkapital; Schülerverhalten
Abstract	This study focused on how nontraditional African American women students (NAAWS) draw from community cultural wealth to persist in higher education. There has been an increase in NAAWS aged 25 and over starting and returning to college who work at least part-time and possess other responsibilities; however, this population is not graduating at an equivalent rate despite increases in enrollment. In addition to familial and personal obligations, NAAWS must adjust to learning environments and navigate institutional structures that may not be conducive to their learning or consider their presence on campus. Previous research focuses on institutional changes to improve retention rates, analyze the lack of academic success through a deficit lens, and aggregate findings for NAAWS with people of color and White women. Thus, the researcher conducted a qualitative narrative study to examine the positive community cultural wealth that successful NAAWS leverage to supplement institutional gaps and foster academic success. This study found that NAAWS draw from aspirational, linguistic, resistant, navigational, familial, and social capital to overcome persistence challenges. Based on the findings, the researcher suggests implications for leadership, practice, and policy to inform institutions on actions that can be implemented on campus that recognize the unique capital these women bring to their educational journeys. [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