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A Transcendental Phenomenological Study That Examines African American Male Students Perception Of Factors That Contribute To Academic Cuccess At A Four Year College
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Book Synopsis A Transcendental Phenomenological Study that Examines African American Male Students' Perception of Factors that Contribute to Academic Cuccess at a Four-year College by : Brian Kelley Nix
Download or read book A Transcendental Phenomenological Study that Examines African American Male Students' Perception of Factors that Contribute to Academic Cuccess at a Four-year College written by Brian Kelley Nix and published by . This book was released on 2019 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study was to examine African American males' perceptions of factors contributing to academic success. The central research question that guided this study is as follows: What factors do African American male students perceive as contributing to their academic success in attaining a four-year college degree? The information in this study could provide knowledge to other African American males, their families, and teachers regarding how these men could experience the same academic success as the participants. The participants consisted of 14 African American males from East Tennessee who graduated from a four-year college. The theories guiding this study are Oghu's (1986) theory of racial identity development, Bandura's (1977) social cognitive theory, Vygotsky's (1962) sociocultural theory, and Bourdieu's (1979) cultural/social capital theory. Data was collected through individual interviews, a focus group, and a personal narrative from the men participating in the study. The data collected during these interactions was analyzed, and the information that was gathered from this analysis was then separated into meaning and unit themes. These themes were then synthesized into a description of the experiences of the individuals. Once this description was formed, it was used to construct a description of the meaning and essence of the participants' experiences regarding this study (Moustakas, 1994). Keywords: cultural capital, multicultural navigator, critical race theory, social network, oppositional culture, racial identity development, self-efficacy, and social cognitive theory, social constructivism.
Book Synopsis An Exploration of the Role Persistence Plays for First-generation, African-American Males Enrolled at Four-year, Primarily White Institutions by : Daniel M. Lee
Download or read book An Exploration of the Role Persistence Plays for First-generation, African-American Males Enrolled at Four-year, Primarily White Institutions written by Daniel M. Lee and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many first-generation, African American male students who enroll in primarily White institutions do not persist. This phenomenological study aimed to understand academic persistence in first-generation African American male students enrolled at a four-year, primarily White institution. The theory guiding this study is the theory of human motivation developed by Abraham Maslow. Maslow's theory of motivation provided the necessary framework that assisted in understanding the basic needs required first-generation, African American male students to persist academically. A qualitative research methodology was appropriate as it is designed to increase understanding of first-generation African American male students' lived experiences as they endeavor to persist academically. Transcendental phenomenology was selected for this study because it allowed the researcher to develop essential descriptions of the participants' lived experiences. The setting for this transcendental, phenomenological study was a four-year, private institution, Odonald Hill University, located in the Midwest region of the United States. The sample was derived from a Facebook Group, Empowering African American First Gen. The selected sample size was 12 first-generation, African American, male students enrolled in a US four-year, primarily White institution. The researcher utilized three data collection methods: semi-structured interviews, focus groups, and surveys to attain data. Data analysis for this study followed Moustakas’ (1994) modified Van Kaam method of data analysis.
Download or read book Invisible written by Carl Stokes, Jr. and published by . This book was released on 2020-11 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This transcendental phenomenological study examined how Black fathers' perception of their own and their father's fatherhood impacts persistence in community college. This study interviewed six Black male community college students with children in New York State. The study posed three research questions: (1) How do Black male college students experience fatherhood (from a son's perspective) facilitating or impeding community college completion? (2) How do Black male college students experience their fatherhood (from a father's perspective) facilitating or impeding community college completion? and (3) In the experience of Black male college students, how do community colleges support Black students who are fathers? Findings show that fatherhood acts as a catalyst to community college completion for Black student-fathers, that children are a central motivation for persistence for Black student-fathers, and support systems in community colleges are lacking for Black student-fathers. The six emergent themes included parenting matters, impenetrable lifelong connections, resilience and progression, desire to be living proof, typical unnecessary obstacles, and true knowledge and acceptance. Recommendations for practice include recognizing Black student-fathers, implementing support programs specific to Black student-fathers, and actively recruiting Black male faculty and support staff. Recommendations for future research include broadening research nationally, including 4-year institutions, and examining student-fathers of different races.
Book Synopsis A Transcendental Phenomenological to Understand the Persistance of African American Males at a Historically Black Liberal Arts College by : Jill Triplett Ellis
Download or read book A Transcendental Phenomenological to Understand the Persistance of African American Males at a Historically Black Liberal Arts College written by Jill Triplett Ellis and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand the experiences that contributed to the persistence of African American males at a historically Black college. The problem was that the percentage of 18- to 24-year-old African American males enrolled in the nation's colleges and universities over the past two decades has been lower than the rates of White and Hispanic men and women, as well as African American women. The guiding theory in this study was Tinto's persistence theory. This transcendental phenomenological study aimed to obtain individual living experiences of African American male students enrolled in a historically Black, all-male, liberal arts college. Twelve participants were chosen for this study. The participants differed in classification, age, major, and family status. Semi-structured interviews, focus groups, and survey questions were used to collect, synthesize, and analyze the data obtained on the participants' lived experiences as African American male students enrolled in a historically Black, all-male, liberal arts college. The data lead to significant themes contributing to the satisfaction and ultimately the retention of African American males in higher education. The findings of the study provided a better understanding of the experiences that influenced their college achievement and identity formation as African American males in the United States.
Book Synopsis Perceived Experiences that Postively Contribute to High-achieving African American Male Student Success at a Large Urban Community College by : Shantay Renee Grays
Download or read book Perceived Experiences that Postively Contribute to High-achieving African American Male Student Success at a Large Urban Community College written by Shantay Renee Grays and published by . This book was released on 2017 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past two decades there have been increasing concerns about the steady decline in higher education attainment levels of African American males. There is extant literature that on African American male academic achievement and success in four-year institutions from a deficit model perspective. There is little research on high-achieving African American male students, specifically in community colleges. This study examined the lived experiences of six high-achieving African American male students enrolled in a large urban community college. The research study brings to light the perspectives of academically successful young men as well as their interpretations and understandings of how their lived experiences contributed to their academic development and success. This qualitative study responded to the following research questions: (1) What secondary school experiences do high-achieving African American males perceived as contributing to their academic success? (2) What personal experiences do high-achieving African American males perceive as contributing to their academic success in a large urban community college? (3) What institutional programs or services do high-achieving African American males perceive as contributing to their academic success in a large urban community college? The participants were 6 high-achieving African American and Black males attending a large urban community college located in in the Texas Gulf Coast region. Data were collected through semi-structured interviews. The analysis of the data yielded ten major themes (1) College Preparation, (2) High School Peer Influence, (3) Extracurricular Activity Participation, (4) Self-Motivation, (5) Family Interactions, (6) Adjustment to College, (7) Engagement, (8) Participation in Student Organizations, (9) Leadership Development Programs, and (10) Academic Support Services. The information gleaned from this study may contribute to the scarce body of knowledge that examined factors that contribute to the academic success for high-achieving African American men in a community college.
Book Synopsis A Phenomenological Study by : Yvette Harris
Download or read book A Phenomenological Study written by Yvette Harris and published by . This book was released on 2016 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study was to explore factors that could lead to academic success for African-American males enrolled in community college. By conducting a phenomenological study, those factors leading to graduation will be derived from the particular lens of perception of the participants' lived experiences. The guiding theories are those of Derrick Bell's Critical Race Theory (CRT, 1977), Vincent Tinto's (1975) Theory of Departure, and John Bean's (1979) Theory of Student Attrition. A convenience participant sample totaling 10 African-American males was comprised of students who were currently enrolled in a community college. The data collected for this study was garnered from a questionnaire, interviews, and surveys. Said data was analyzed using Moustakas' (1994) phenomenological seven-step approach. The data from the study resulted in three themes emerging from the data. The themes included trauma, anger, and systems of support. The final chapter is composed of recommendations based on data results and indicated unresolved research privations.
Book Synopsis African-American Males' Perception of Factors Involved in Their Resilience and Academic Success by : Johnnie Thomas
Download or read book African-American Males' Perception of Factors Involved in Their Resilience and Academic Success written by Johnnie Thomas and published by . This book was released on 2010 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding the factors that contribute to the educational success and failure of African-American males continues to be a topic of current research. Frequently, educational performance outcome data, report African-American males as low performers. Some African-American males are able to overcome family issues, community violence and school dysfunction, and achieve academic success. They are resilient. Masten, Best, and Garmezy (1990) define resiliency as "the process of, capacity to, or outcome of successful adaptation despite challenging or threatening circumstances" (426). In this study, the internal and external factors motivating the academic success of five African-American males who grew up in Chicago, Illinois' most violent communities were examined. The dual purpose of this phenomenological study was, to first, understand the lived experiences of five resilient African-American males who were successful in their educational pursuits and second, to uncover the central meaning of resilience and those factors, both internal and external, that contributed to their success. The researcher was able to identify four key themes. These themes reveal the perceptions of the participants around resilience and the factors they attribute to their personal resilience and academic success.
Book Synopsis A Transcendental Phenomenological Study of Perceived Self-efficacy as it Relates to Persistence for First-generation Black College Men in Texas by : Cleveland Earl Brown (Sr.)
Download or read book A Transcendental Phenomenological Study of Perceived Self-efficacy as it Relates to Persistence for First-generation Black College Men in Texas written by Cleveland Earl Brown (Sr.) and published by . This book was released on 2021 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe perceived self-efficacy as it relates to the persistence of first-generation Black college men at two public and one private Christian institution of higher education in the state of Texas. The theory that guided this study was Bandura’s self-efficacy as it provided the theoretical framework. Tinto’s student integration model was used in this research to analyze Tinto’s concept of academic and social integration relevant to first-generation Black college men’s persistence. Four research questions were used in this study to describe the participants’ perceived self-efficacy, persistence, and family influences as well as perceived experiences with faculty and peer students relevant to their academic success in higher education in Texas. Quantitative studies have focused on the historical academic achievement gap for minority students in higher education (Spangler & Slate, 2014). However, there was limited research giving a voice to Black men in college and their perceived self-efficacy as it relates to college persistence in Texas. A purposeful sampling method was used to identify 10 first-generation Black senior college men for this study. The data collection approach in this study included semi-structured interviews, journal prompts, and focus groups. The qualitative data analysis procedures employed Moustakas' modification of the Stevick-Colaizzi-Keen's method. Findings indicated that perceived self-efficacy relevant to the persistence of the participants in higher education in Texas was aligned with existing research. Four themes and patterns emerged: self-efficacy, family relationships, community obligations, and campus relationships.
Book Synopsis A Phenomenological Study on Perceived Academic and Social Factors that Attribute to the Collegiate Success Or Failure of Low-income, First-generation Black Males by : Tre' Antonio Finklea
Download or read book A Phenomenological Study on Perceived Academic and Social Factors that Attribute to the Collegiate Success Or Failure of Low-income, First-generation Black Males written by Tre' Antonio Finklea and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to analyze and discover the factors that contributed to the success or failure of first-generation Black male collegiates at four-year institutions and effectively provide an in-depth understanding of these issues. The theory guiding this study was Tinto’s theory of integration, which focuses on the norms of academic and social integration. Related to this theory was a series of studies that presented the idea that students’ involvement in the social environment and educational setups were critical to their success and retention in college. Participants completed a questionnaire to determine their eligibility for the study. I collected the data from the study for the ten individuals that met the criteria to be participants in this study. A questionnaire, one-on-one interviews, and focus groups provided the data for this study. The data yielded five themes: community mentors, engagement, self-motivation, college preparedness, and support. Several sub-themes were identified from each theme: mentors, financial and emotional support, and academic and social integration.
Book Synopsis Rejecting Society's Mirror Image by : Anita Ursula Barnett-Lumpkin
Download or read book Rejecting Society's Mirror Image written by Anita Ursula Barnett-Lumpkin and published by . This book was released on 2012 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This study examined the perceptions of parents, teachers, and students as they relate to the academic success of African American middle school males. The stories of three successful middle school male students, their mothers, and their teachers were examined to identify how school and home experiences contributed to the boys' academic success. A critical race theory lens was used, employing ethnographic and case study methods. The mother and teachers of each student participated. Data collection methods included three focus groups, one each for the students, mothers, and teachers. The integration and connection of various themes that emerged from the data yielded the following conclusions: Parental involvement is directly linked to successful academic outcomes; possible selves (how African American males see themselves and the possibilities for their future) promote confidence and motivate students to be successful; students are motivated by practices that involve them in their own learning; and facing challenges can help students overcome obstacles. There is a need to purposefully and deliberately look at young African American males who are successful in order to shed light on the pedagogy and strategies that have contributed to their success. The understandings gained from such exploration can then be offered as ways to improve the academic performance of other African American males.
Download or read book Phenomenology written by and published by . This book was released on 2011 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the qualitative study was to explore the academic and social experiences of African American male students in an urban community college. This qualitative study utilized the phenomenology tradition as a model to provide insight into the academic and social practices that promote participation and success among African American male students in an urban community college. The primary research question that guided this study was: "What are the experiences of African American men enrolled at an urban community college?" Additionally, the following related subquestions were explored: 1. How does academic involvement help student learning and persistence for African American male students at an urban community college? 2. How does social involvement help student learning and persistence for African American male students at an urban community college? 3. What learning activities are most meaningful in college experiences of African American male students at an urban community college? 4. How do African American men perceive their in-class and out-of-class experiences at an urban community college? 5. What institutional factors facilitate and serve as barriers to academic success for African American men? The theories that were used to guide this study were Rendón's theory of validation and Steele and Aronson's theory of stereotype threat. The sample was comprised of 10 African American males varying in age and experience. The data were triangulated through multiple methods, including a recorded interview with each participant and a focus group interview. Participants were selected purposefully to ensure a participant pool comprised of individuals who would potentially have the most insight into the research questions and examined phenomenon. The analysis process resulted in the identification of five thematic categories that captured the essence of the participants' shared experiences. The categories are: (a) barriers to academic achievement; (b) strategies to ensure success; (c) pedagogy of engagement; (d) deconstructing stereotypes; and (e) diversity and supportive learning environments. The participants identified several challenges that impeded their participation and degree attainment in postsecondary education. However, support offered by programs, counselors, and mentoring in college played a crucial role in reversing the negative effect caused by the challenges they experienced. Moreover, positive interactions with faculty members helped participants build confidence in their academic ability, thus participants began to see themselves as capable learners. Furthermore, pedagogical practices that engaged the men as active participants in the learning process, and allowed them to make connections to their life experiences, inspired deeper learning among participants. Clear directions and constant feedback also emerged as practices that enabled participants to achieve success in their classes. Although participants reported positive social and academic experiences in postsecondary education, negative stereotyping experienced in primary and secondary education influenced their disposition toward learning, confidence in their ability to learn, and educational aspirations. Through the research, negative stereotyping during their early schooling years appeared to have a precipitous affect on their participation and attainment at the postsecondary level. However, diversity and supportive learning environment on the college campus emerged as significant factors that promoted academic and social involvement for the African American men in this study. Thus, the qualitative findings from this study contribute to broadening the discourse and informing the field of education of the perspectives and challenges facing African American men who attend community college.
Book Synopsis African American Male Academic Success by : Lawrence L. Scott
Download or read book African American Male Academic Success written by Lawrence L. Scott and published by Universal-Publishers. This book was released on 2011-08 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore the experiences and perceptions of 10 selected academically successful African American male leaders. In this study, "academic success" was defined as these African American men who attained a master's or postgraduate degree such as a M.D., Ph.D., or J.D. Even though there is bountiful research on the deficiencies in the lives of African American males, it is still unclear what conditions lead African American men to higher educational attainment. The goal of this study was to also add to the deficient, ever-emerging body of research in the area of African American male educational attainment, while providing viable solutions that speak to the plights of African American males from all educational backgrounds and experiences. Using a basic interpretive qualitative inquiry format, the research questions focused on (a) how professional and familial social capital is related to academic success, (b) the participant's perception of the role of resilience in the pursuit of academic attainment, and (c) how does self-efficacy influence academic success for these African American male participants? This research analyzed recurring themes from these participants, who were solicited because they can provide expert testimony on how an African American male can achieve academically. The inquiry produced three recurring themes: Self-Belief and Identity, Social Network and Support, and Faith, Spirituality, and Inspiration. After a comprehensive qualitative analysis of the themes, the following categories emerged: Resilience Over Faulty Mindsets; Competition; Above Mediocrity; Social Network and Support; Family; Positive Influences, Mentors, and Peers; Opportunities; Faith, Spirituality, and Inspiration; Faith in a Higher Power; and Historical Responsibility. All the participants identified Social Network and Support as a major factor in their academic success. Most participants credited a parent, peer, mentor, or teacher as the most influential person that helped them throughout their educational pursuits.
Book Synopsis A Phenomenological Study of Mathematics Meaning by : Latasha Thompson
Download or read book A Phenomenological Study of Mathematics Meaning written by Latasha Thompson and published by . This book was released on 2010 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the mathematics meanings that are held by higher- and lower-performing African-American male high school students. Meaning in this context was defined as a set of dispositions that included, but were not limited to, values, beliefs, attitudes, feelings, and interests. Using worldview theory as the conceptual lens, this study sought to examine the life experiences of six 11th and 12th grade students and how these experiences influence their mathematics meanings. In addition, this study examines the influence these meanings had on their mathematics performance and persistence. Conducted within the methodological framework of phenomenology, this study describes the essence of the lived experiences of African-American male high school students. In order to explore their lived experiences in schools, in their homes and communities, this study used transcripts of approximately 75 hours of classroom observations and interviews as the data corpus. In the interviews, these six African-American males were prompted to talk about aspects of their world and where mathematics is situated within that world. Their responses were then analyzed for individual and shared meaning among the participant group. The reporting and analysis of the data revealed that experiences, such as student-teacher interactions, peer influences, and role models, served as the most influential factors impacting mathematics meaning for these African-American males. The findings of this study also suggest that meanings were not predictably associated with their performance and persistence in mathematics. Social and cultural factors intervened to mediate their performance and persistence in mathematics. The data made it evident that the participants' individual life experiences and cultural portrayals of what it means to be African American and male dictated their mathematics-related behaviors inside and outside the classroom. -- Abstract.
Book Synopsis Redefining the Dream by : Wayne A. Beckles
Download or read book Redefining the Dream written by Wayne A. Beckles and published by . This book was released on 2008 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine from the perspective of African American male community college students the factors that cause them to stay in school and succeed academically. Thirty-one African American males were interviewed in focus groups at five community colleges in the mid-Atlantic region of the United States. Academic success was operationalized as three consecutive semesters enrolled maintaining a 2.0 or better grade point average (GPA). Working within a qualitative framework, the researcher investigated the factors that the students perceived as being important to their academic success. The theoretical framework for this study was achieved by combining essential components of Critical Theory, Critical Race Theory, and Critical Pedagogy with the theoretical, philosophical, and methodological components of Appreciative Inquiry. This study is significant in that it will provide an opportunity for the voices of African American men to be heard in the research literature. It will also contribute to the literature concerning persistence and achievement for African American men, qualitative research and community college policy and practice. The results of this study will inform educators, administrators, parents and policy developers to improve the American educational system for the benefit of all students, particularly African American males. Ten themes emerged that were significant to the success of African American males in community college: Prove Them Wrong; Achievement; Advisor/Mentor; My Brother's Keeper; I Am Somebody; Post-Race; Handle My Business; Culture of Success; Program Resource; Hope. The composites that formed during the analysis of the data are represented by the following themes grew out of the study: Post Race Consciousness; My Brother's Keeper; I Am Somebody; Culture of Success Program Resource; Hope. The participant's perspectives shed new light onto the dialogue regarding the concept of African American male academic success in community college. There was no single quote or sound-bite that captured the essence of this composite, rather Hope (Agency and Pathways) would seem to have captured the essence of the study. It is the refinement of the entire study. -- Abstract.
Book Synopsis African American Males' Perceptions of Success While Attending Community College by : Dana M. Emerson
Download or read book African American Males' Perceptions of Success While Attending Community College written by Dana M. Emerson and published by . This book was released on 2016 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: African American males' experience in higher education is often categorized with negative terminology that does not reflect notions of success. Most research addressing the success of African American males in higher education illuminates factors that impede access to success and is often situated in university settings. Very little research is dedicated to examining the experiences of African American males in community colleges and even less research is published on their perceptions of success Purpose: To examine and understand the concept of success from the perspective of African American males enrolled in community college and identify how institutional and non-institutional factors affect their concept of success. Setting: Interviews were conducted at community colleges in the Pacific Northwest region of the United States. Subjects: Seven African American males enrolled in at least 6 credits at a community college in were interviewed. Research Design: Qualitative interviews using a semi-structured question matrix; the question matrix was designed to elicit responses related to defining a personal concept of success. Data Collection and Analysis: Face- to- face interviews were conducted on college campuses. Audio recordings were collected, transcribed, and then coded using computer- assisted qualitative data analysis software. Coded excerpts were grouped into prominent themes. Findings: Six primary themes were identified from the interview data. • Almost all participants stated that academic success had nothing to do with academic performance. Academic success was situated in overcoming challenges in an academic environment. • Success in general is more important than academic success. • The concept of success changes based on life experiences. • Feeling isolated, positive and negative interactions with faculty and peers contributed to the concept of success. • Negative imagery, stereotypes, financial status, and family support contribute to how African American males perceive themselves as successful. • Overcoming daily challenges based on race is indicative to how African American males equate success. Conclusions: While persistence and completion are important, academic success as defined by African American males in community college does not pertain to academic performance. Deeply rooted issues of race and racism influence a general definition of success. Concepts of success change overtime as significant life events occur and as more encounters with racism are realized. Overcoming challenges that affect the intersections of race, class and gender are more accurate descriptions of success. African American males in community college are very aware of how fragile their lives are as targets of racial profiling. Avoiding situations where others may not feel safe in their presence and continuously compensating for racial barriers that must be overcome in order to succeed is burden that is carried daily. For African American males, the only concept of success that matters is surviving the daily challenges of being an African American male for example, not losing their life at the hands of police officers.
Book Synopsis An Exploration of African American Male College Students' Perceptions of Factors that Contribute to Their Academic Success by : Yvette N. Daugherty-Brown
Download or read book An Exploration of African American Male College Students' Perceptions of Factors that Contribute to Their Academic Success written by Yvette N. Daugherty-Brown and published by . This book was released on 2016 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the Congressional Black Caucus Foundation (2012), college degree attainment among African American males is only 16%, as compared to 20% for African American females, and 32% for Caucasian males. A great deal of research and emphasis has been placed on the struggles, challenges and shortcomings relative to African American male educational attainment. However, more work needs to be done to determine the factors that contribute to their academic success.The purpose of this phenomenological qualitative study was to explore the factors that contributed to the academic success of African American male college students that participated in the Baldwin Wallace University Scholars program (BW Scholars). For this program, cohorts of African American male students are selected during summers before ninth grade. Those scholars receive mentoring, academic enrichment and career readiness opportunities throughout their high school years in preparation for some sort of post-secondary enrollment. The aim of the program is to give the scholars the support that they need to graduate from high school. When a scholar applies to Baldwin Wallace for undergraduate studies and is accepted, he is given a full scholarship to the university. Through one-on-one interviews, eight African American male scholars participated in this study. The results revealed their unique perceptions of academic success, and their attitudes, behaviors, and skills that were necessary for program completion. Despite their attendance in troubled urban high schools, the participants of this study benefitted from encouragement among family and friends, were careful in choosing friends, displayed good time management skills, and had a strong work ethic, all of which were important for their degree completion. Ultimately, the aim of this study is that the insights shared by the participants further inform university instructional programs that are designed to serve African American male college students.
Book Synopsis Striving for Success by : Laura Satterfield Mathieu
Download or read book Striving for Success written by Laura Satterfield Mathieu and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This qualitative study examines educators' perspectives on how a small learning community impacted the academic achievement of African American males. This study examined a long-standing small learning community (XYZ) located in a suburb in northern New Jersey. This study identified common themes among the perceptions of educators employed at XYZ, regarding the academic achievement of African American males. This study pinpoints how XYZ educators define achieved success for African American male students and their perceptions regarding XYZ's influence on the academic success of African American males. This study focused solely on the educators' perceptions regarding African American male students, who have historically been identified as members of an underserved population. This study examined qualitative data gathered from a focus group and individual interviews of various educators that have worked at XYZ, both past and present. The theoretical construct of this study is Phenomenology. This study establishes how the theory of Phenomenology is reflected in the SLC reform movement regarding the application, organization, continuation, frequency, and success of SLCs as a school reform model. The qualitative research from this study contributes to the discourse on SLCs as a viable educational reform for a targeted underserved population, such as African American males, which has historically presented an achievement gap compared to their Caucasian counterparts."--Page v.
