Research focusing on the academic and social experiences of academically gifted, poor, African American male college students has been limited. Recent findings on college persistence stress the role of institutions of higher education in providing educational opportunities. However, research on academically gifted, poor, African American males indicates that this student population has had limited access to these opportunities. Academically gifted, poor, African American males in higher education encounter social and institutional factors that guide the directionality of their educational experience, particularly in engineering disciplines. This study explores perceptions of academically gifted, poor, African American male undergraduate students engineering as a major disciplines in order to identify factors that contribute to academic and social development. Based on participants' responses, seven categories emerge to identify aspects of the participants' experiences in college: (a) self-perceptions, (b) financial obstacles, (c) engineering as a major, (d) family influence and support, (e) peer relationships, (f) relationships with faculty, and (g) the students' perceptions of the institution. Based on the findings, it was concluded that institutions of higher education must understand the various factors (e.g., peer and faculty support, institutional congruence) that influence the academic and social integration of academically gifted, poor, African American male students. Specifically, these institutions must recognize the importance of family involvement, mentoring, and increased financial support for academically gifted, poor, African American male students.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2011-08-9845 |
| Date | 2011 August 1900 |
| Creators | Flowers, Alonzo |
| Contributors | Bonner, Fred A. |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | thesis, text |
| Format | application/pdf |
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