The Strength from Within: A Phenomenological Study Examining the Academic Self-Efficacy of African American Women in Doctoral Studies

Autor/in	Dortch, Deniece
Titel	The Strength from Within: A Phenomenological Study Examining the Academic Self-Efficacy of African American Women in Doctoral Studies
Quelle	In: Journal of Negro Education, 85 (2016) 3, S.350-364 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.85.3.0350
Schlagwörter	Phenomenology; Academic Achievement; Self Efficacy; African American Students; Females; Doctoral Students; Doctoral Programs; Doctoral Degrees; Institutional Characteristics; Whites; Predictor Variables; Minority Group Students + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Schulleistung; Self-efficacy; Selbstwirksamkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Doctoral degree; Doktorgrad; White; Weißer; Prädiktor
Abstract	This study used a phenomenological approach to analyze the self-efficacy of two African-American women obtaining doctorate degrees at one predominantly white institution in the Midwest United States. Findings from this study suggested that verbal persuasion and vicarious experiences were the strongest predictors of self-efficacy as the two students attributed their success to supportive peers, family, faculty and engaging in welcoming communities. Student challenges to success included feelings of isolation while developing an academic trajectory, compounded by uninvolved or ambivalent faculty, difficult dissertation committee dynamics, and not asking for help. Self-efficacy provided a useful framework to help understand these experiences and the multiple variables impacting academic success in the context of doctoral studies for African American women graduate students in these types of institutions. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01