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Autor/inn/en | Crumb, Loni; Haskins, Natoya; Dean, Laura; Avent Harris, Janeé |
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Titel | Illuminating Social-Class Identity: The Persistence of Working-Class African American Women Doctoral Students |
Quelle | In: Journal of Diversity in Higher Education, 13 (2020) 3, S.215-227 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1938-8926 |
DOI | 10.1037/dhe0000109 |
Schlagwörter | Working Class; Identification (Psychology); African American Students; Females; Doctoral Students; Educational Experience; Academic Persistence; Self Efficacy; Resilience (Psychology); Social Support Groups; Academic Support Services; Economically Disadvantaged; Work Ethic; Social Values; Religious Factors; Doctoral Programs; Whites; World Views Arbeiterklasse; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Bildungserfahrung; Self-efficacy; Selbstwirksamkeit; Social support; Soziale Unterstützung; Arbeitsethos; Sozialer Wert; White; Weißer; World view; Weltanschauung |
Abstract | Scholars have argued that there is a silence related to social class status in educational literature. Consequently, the purpose of this phenomenological study was to develop an understanding of the educational experiences of working-class African American women doctoral students at predominantly White institutions and what factors influence their doctoral persistence. Black feminist thought and the social class worldview model informed the conceptualization of the study. Ten doctoral students completed individual 2-phase semistructured interviews. Three themes reflected students' educational experiences and doctoral persistence: (a) working-class virtues, (b) development of self-efficacy and resiliency, and (c) utilization of personal and academic support systems. Implications for practice, research, and advocacy that support the academic persistence of students from economically disadvantaged backgrounds are discussed. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |