Spelling suggestions: "subject:"predominated which institutions""
1 |
Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White InstitutionsAllen, Ayana Ma-El 2010 December 1900 (has links)
A narrative analysis of the lived experiences of seven undergraduate African
American females at Predominately White Institutions (PWIs) is presented in this study.
The purpose of the study was to explore the ways the seven women constructed their
identity and self-concept in the context of their PWI environment. Other key purposes
of the study included strategies in which the women successfully negotiated their PWI
environments and the influence of the intersection of race, gender, and class on the
collegiate and life experiences of these African American undergraduate females. The
framework which was conceptualized from previous literature portrayed the historical
context of the African American woman’s struggle for educational access as both Black
and female, her life on campus, tools for success, and the identity development of
African American women. Critical Race and Black Feminist theoretical frameworks,
were the foundation for the study. Through these theoretical lenses, the study looked
closely at the academic, social, and cultural climate on PWI campuses and the impact of
these factors on the identity development and self-concept of the women in this study.
The research methodology of narrative analysis was used and resulted in the emergence
of three key findings in this study. The findings indicate that African American
undergraduate females at PWIs engage in negotiating worlds, managing subjectivities,
and redefining selves as they make meaning and walk out their individual lived
experiences as students on Predominately White campuses.
|
2 |
Professional Identity Development: Perceptions of African American Female Counselor Educators' Success in Ph.D. Completion at Predominately White InstitutionsWilson, Kelsey Symone January 2021 (has links)
Qualitative research is scant on success factors of professional identity development for female African American counselor educators, specifically those who graduated from CACREP-accredited counselor education and supervision programs at predominately White institutions (PWIs). The purpose of this qualitative study was to understand the lived experiences of female African American counselor educators who attended a CACREP-accredited counselor education and supervision program at a (PWI). This study focused on the phenomenon of success factors of professional identity development to doctoral degree completion. This study examined the lived experiences of 10 female African American counselor educators to gain a better understanding of how their experiences at CACREP-accredited counselor educations and supervision programs at a (PWI) impacted success of professional identity development to doctoral degree completion. It used a qualitative, phenomenological methodology grounded in Intersectionality theory, Black Feminist thought, and Critical Race theory as frameworks.
There were three research questions to guide the study in the participants? perceptions of professional identity development and the impact of success factors of professional identity development on doctoral degree completion. This study conducted semi-structured interviews with ten female African American counselor educators who completed doctoral degrees in (PWIs) in the United States. Data were collected through semi-structured interviews and analyzed using Moustakas (1994) Modification of Stevick-Colaizzi-Keen data analysis. The goals of this study was to: a) review and present literature on female African American in the academy; b) increase knowledge on professional identity among female African American counselor educators who attended a CACREP -accredited counselor education and supervision program at (PWIs) in the United States; and c) explore ways to increase professional identity development to support female African American doctoral students to complete their doctoral degree and move into counselor education positions. Ten African American females who graduated from CACREP-accredited counselor education and supervision programs were interviewed. There were six themes: Convenience of the Location, Importance of support from Dissertation chair, Representation of African American women with PhDs in the community, I was needed and access, Being a Black woman in that space and Voice, Faith-based community and I prayed. Recommendations and directions for future research are discussed.
|
3 |
Black Spaces at White Institutions: How do Black Students Perceive and Utilize Black Student Organizations at Rural and Urban Predominately White Campuses?Graham, Ciera 15 October 2015 (has links)
No description available.
|
4 |
The Experiences of African American Single Mothers with Minor Children Graduate Students: Persevering Through Unique ChallengesCoats, Tamara S. January 2021 (has links)
No description available.
|
5 |
Racial Microaggressions, Social Support, and the Self-Esteem of African American Women Enrolled at Predominately White InstitutionsMiddleton, Tanya Joi 15 July 2020 (has links)
No description available.
|
6 |
Perceptions of Racial Identity and Color-Blind Attitudes among African American College Students in a Race-Specific Scholarship ProgramHutchins, Brandi N. 28 July 2009 (has links)
No description available.
|
7 |
Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White InstitutionHollands, Aisha La'Chae 01 January 2012 (has links)
Colleges are struggling to retain students of color at four-year academic institutions (Kuh, 2005). The result is that while African-American and Latino students are entering college, fewer successfully complete their programs of study and obtain an undergraduate degree (ACE, 2006). For this reason, institutions are establishing supportive learning communities to not only recruit, but to retain this population.Learning communities have become welcoming places in the academy, and are designed to help students succeed in college by providing a formative, integrated academic experience that builds strength, perspective, and commitment. Employing Vincent Tinto`s (1975) student integration theory as a conceptual framework, this qualitative case study examined the relationship between student participation in a learning community, college persistence, and college retention. This research addressed the experiences of eight students of color who participated in the Louis Stokes Alliance Minority Participation (LSAMP) learning community program. Participant experiences were gathered through the administration of demographic questionnaires, in-depth interviews, a focus group, and a non-participant observation. The findings of this research study revealed that college persistence and retention is a function of four strategies, all of which are incorporated into the Louis Stokes Alliance Minority Participation Program: (a) Social Integration; strengthened connections amongst students of color and between students, faculty and staff (b) Academic preparedness; making sure students of color have the resources and skills needed in order to be academically successful (c) Group identity; helping students overcome feelings of isolation that are common on large college campuses (d) Providing both an academic and social atmosphere where students can succeed. The implications of this study assert that learning communities have a profound impact on positive student outcomes for both African-American and Latino students who attend predominately white institutions.
|
8 |
HOMEPLACE: A Case-Study of Latinx students experiences in making meaning within a multicultural centerGarcia-Pusateri, Yvania 08 January 2020 (has links)
No description available.
|
Page generated in 0.105 seconds