Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 192-211). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11922

Thesis (Ed. D.)--East Tennessee State University, 2002. / Originally issued in electronic format. UMI number: 3083443. Includes bibliographical references (leaves 89-91). Also available via the World Wide Web.

Doctor of Philosophy / School of Family Studies and Human Services / Karen S. Myers-Bowman / Perceptions of family influence as a source of motivation to attend college were explored. More specifically, the purpose of this study was to investigate how, and in what ways, families shaped the pathway to higher education among 12 African American male collegians. Comparisons of these perceptions across family compositions and an extant model of family influence and college choice were also explored. The students in this study attended both public and private 4-year historically Black and predominantly White colleges situated throughout seven states in the Midwest and the South. A phenomenological qualitative research approach was employed to forward this study. Also, interpretive phenomenological analysis (IPA) techniques were applied to data gleaned from face-to-face interviews. Results of the study revealed two overarching themes of family influence and college choice for African American males: (1) deliberate family involvement and (2) contextual family influences. Eight subthemes illuminate the overarching theme deliberate family involvement: (1) emphasizing hard work, (2) aiding with pre-college paperwork, (3) offering messages about value of college, (4) supporting extra-curricular activities, (5) encouraging positive decision-making, (6) cultural indoctrination, (7) providing affirming words and praise, and (8) regular accessibility. Four subthemes buttress the overarching theme contextual family influence: (1) family educational choices, (2) family participation, (3) family representation and reactions, and (4) family stress. Implications for practice and recommendations for future research are also presented.

This study identified and described the experiences of twelve African American men that influenced the choice to participate in postsecondary education. This qualitative study used a phenomenology framework to determine 1) the formation of predisposition in the college choice process, 2) the messages received about college from influential people, and 3) perception and interpretation of the importance of a college degree. The overall theme arising from the data is that the college choice process was complicated and inconsistent; however, ten of the twelve participants completed some type of postsecondary training. Deficient messages about postsecondary education manifested as low parental support for college attendance, low academic expectations, withholding of important information from school officials and little or no exposure to postsecondary institution campuses or students. Influential people for the participants ranged from parents to themselves, and from a combination of characteristics from different people, to peers, to no one. The informants did not consistently identify their role model as the one who influenced them to attend college. The perception of the value of a college degree varied among the participants. Some described the degree as a requirement for success; others felt that strengthening family and achieving financial independence was more important.

This qualitative study described and examined the characteristics, components and theoretical design of the Student African-American Brother (SAAB). The SAAB is a national program that seeks to increase the academic and social integration of African-American males in higher education to increase their potential to graduate with an undergraduate degree. The SAAB's academic and social integration strategies were compared to Bean and Bennett's conceptual model of black student attrition to determine the congruency between the organization's strategies and the theoretical framework. The methodology was case study. Thirty semi-structured interviews were held with past and current members of the organization to gain a broader knowledge of the SAAB strategies and interventions used to promote their academic and social integration. The research revealed the SAAB applies a three dimensional approach which consists of providing a supportive environment, supporting academic goals, and encouraging campus and community involvement. This approach increases the students' understanding of the organization and structure of the higher education setting to yield successful matriculation through a four year college or university.

This research investigated the career trajectories of mathematics professors of African heritage. The principal objective was to determine the factors that promoted self-efficacy, which made them complete a PhD in mathematics or an EdD in mathematics education regardless of the obstacles they encountered. I investigated 10 professors, males and females, of African heritage at the City University of the Northeast by using open-ended biographical questionnaires and individual interviews Several themes emerged from the data collected. The major themes that impacted the career trajectories of African American male and female mathematics professors were (a) family influence; (b) teacher influence; (c) peer influence; (d) problem solving approach; (e) perceptions of mathematics; (f) prior experience; (g) and individual perseverance (determination) and commitment (obligation). The findings of this research suggested that there are opportunities for young men and women of African heritage to develop into successful mathematicians (the term successful mathematicians is used to denote those men and women of African heritage who have completed their terminal degree, in mathematics or mathematics related subjects) provided that parents, teachers, and peers act their part.

Obesity increases risk for heart disease, hypertension and other chronic diseases, and it affects minority ethnic groups disproportionately. However, it is unknown if African American immigrant adults, an increasing segment of the population, are at higher risk for obesity than African American non-immigrant adults residing in the United States. This study examined the association of obesity and immigrant status by comparing African American immigrant adults now residing in the United States to the general population of African American adults. The socio-ecological model provided the conceptual framework for this study. This study used a cross-sectional quantitative self-administered web-based survey to collect primary data on 303 adult African American immigrants and non-immigrants residing in the United States. Data were analyzed using EpiInfo statistical software. It was hypothesized that the risk of obesity in African American adults is associated with immigration status after adjusting for other factors. The data revealed no significant relationship between obesity and immigration status in African American adults. However, binge drinking and other variables were revealed to be risk factors for morbid obesity in African American immigrants. The results impact social change by demonstrating that obesity control programs targeted at African American immigrant communities should incorporate socio-ecological risk factors. Specific interventions that could be implemented should include screening for alcohol consumption.

African American women are underrepresented in science, technology, engineering, and mathematics (STEM) fields throughout the United States. As the need for STEM professionals in the United States increases, it is important to ensure that African American women are among those professionals making valuable contributions to society. The purpose of this phenomenological study was to describe the experiences of African American young women in relation to STEM education. The research question for this study examined how experiences with STEM in K-10 education influenced African American young women's academic choices in their final years in high school. The theory of multicontextuality was used to provide the conceptual framework. The primary data source was interviews. The sample was composed of 11 African American young women in their junior or senior year in high school. Data were analyzed through the process of open coding, categorizing, and identifying emerging themes. Ten themes emerged from the answers to research questions. The themes were (a) high teacher expectations, (b) participation in extra-curricular activities, (c) engagement in group-work, (d) learning from lectures, (e) strong parental involvement, (f) helping others, (g) self-efficacy, (h) gender empowerment, (i) race empowerment, and (j) strategic recruitment practices. This study may lead to positive social change by adding to the understanding of the experiences of African American young women in STEM. By doing so, these findings might motivate other African American young women to pursue advanced STEM classes. These findings may also provide guidance to parents and educators to help increase the number of African American women in STEM.

Although school districts in Florida have reported a decrease in the overall dropout rate, the dropout rate among African American males remains higher than it does for any other ethnic group. Guided by Ogbu's oppositional culture theory, the purpose of this phenomenological study was to investigate the high dropout rate among African American males and determine some of the social, cultural, educational, and economic elements that may hinder African American males from completing high school. A purposive sample of 10 African American males who dropped out of high school and who were between the ages of 18 and 35 was selected to participate in this study. Thirty open-ended interviews were conducted, and the data were analyzed using an open coding system. Twelve themes emerged that provided evidence of the complex factors associated with dropping out. The major themes included lack of motivation from parents and teachers, disengagement from the educational institution, economic challenges related to poverty, and peer influence. It is recommended that programs and curricula be developed and implemented that would create opportunities to build positive relationships between African American male students and their teachers, parents, and peers. Positive social change could occur with an increase in the graduation rate of African American male students, which would offer a more educated work force for the community.

This project seeks to analyze the philosophies of the African American theologian and philosopher, Howard Thurman, via Afrocentricity, to determine whether Thurman was Afrocentric in his philosophies. To examine Thurman's philosophies, a content analysis was completed using the following books by Howard Thurman: Jesus and the Disinherited, The Luminous Darkness, The Search for Common Ground, The Inward Journey, and The Temptations of Jesus. Two collections containing sermons by Thurman were used: Sermons on the Parables and Moral Struggle and the Prophets. These works were analyzed via a content analysis method while using Afrocentricity as the lens by which these works were analyzed. Additionally, Thurman's autobiography, With Head and Heart: The Autobiography of Howard Thurman was used within this discussion to examine what, if any impact, his life experiences had on his philosophies. This project found that, while there are numerous examples of similar streams of thought between Howard Thurman's philosophies and various aspects of Afrocentricity, ultimately, he cannot be labeled as an Afrocentric philosopher due to his centering and location. / African American Studies