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A new model for a new generation: High achieving Black students at an Ivy League university.

机译:新一代的新模式:常春藤盟校的高成就黑人学生。

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The University of Pennsylvania (Penn) is the ideal environment to study students being successful versus the "deficit" model that has been the primary focus of much retention study on minority students because of its long history of graduating successful Black students beginning with James Brister and three other Black students in 1881. Despite the hostile and indifferent climate on campus, these graduates received degrees and achieved many accomplishments. These graduates established a legacy of Blacks succeeding at Penn.;The purpose of my research is to explore ways Black students access support systems to achieve success at Penn guided by the following questions: (1) What do Black students do in the academic setting to achieve success? (2) What do Black students do outside the classroom to achieve success? (3) What do Black students experience and perceive as barriers that impede their progress towards success?;Taking a qualitative approach, my research design is based on Maxwell (1996) structured methodology built on four main components (p. 65). I conducted in-depth interviews of thirteen seniors in the School of Arts and Sciences based on these questions to assess how their use of resources and how other factors affected the road towards graduation. Findings of this local research model revealed the following thematic success factors: develop early self-assessment and goal setting skills, involvement in the community (student groups and service learning experiences), family and faculty connections as support mentors, and participation in broadening academic experiences.;This local study of how these students maintain success is a testament to their ability to rise above the impediments of classroom isolation, lack of faculty involvement, and lack of a critical mass of Black students, to forge relationships that sustain their own self-actualization. The power of these relationships and their self-knowledge in all aspects of their engagement to continue academic achievements cannot be underestimated.;This study and findings will contribute to the existing body of literature on Black college students' success factors, the developing theoretical research on these students at elite institutions, and assist Penn in improving its academic culture and programs.
机译:宾夕法尼亚大学(Penn)是学习成功学生与“赤字”模型的理想环境。“赤字”模型一直是少数族裔学生进行留任率研究的主要重点,因为它拥有从詹姆斯·布里斯特(James Brister)和1881年其他三名黑人学生。尽管校园里充满敌意和冷漠,这些毕业生还是获得了学位并取得了许多成就。这些毕业生奠定了黑人在宾州成功的传承。我的研究目的是探索黑人学生访问支持系统以在宾夕法尼亚州取得成功的方式,其遵循以下问题:(1)黑人学生在学术环境中做什么?取得成功? (2)黑人学生在课堂外为了取得成功做什么? (3)黑人学生会经历什么并被视为阻碍他们取得成功的障碍?;采用定性方法,我的研究设计基于Maxwell(1996)的结构化方法论,该方法论基于四个主要要素(p。65)。我根据这些问题对艺术与科学学院的13名学长进行了深入访谈,以评估他们对资源的使用以及其他因素如何影响毕业道路。该本地研究模型的发现揭示了以下主题成功因素:发展早期的自我评估和目标设定技能,参与社区(学生团体和服务学习经历),作为支持导师的家庭和教职关系以及参与扩大学术经验。;对这些学生如何保持成功的本地研究证明了他们有能力克服教室孤立,缺乏教师参与以及缺乏一批黑人学生的障碍,以建立维持自己自我的关系。实现。这些关系的力量及其在参与活动各个方面的自我知识以继续取得学术成就是不可低估的。这项研究和发现将有助于有关黑人大学生成功因素的现有文献体系,关于黑人大学生的发展理论研究。这些精英机构的学生,并协助Penn改善其学术文化和课程。

著录项

  • 作者

    Curington, Janice.;

  • 作者单位

    University of Pennsylvania.;

  • 授予单位 University of Pennsylvania.;
  • 学科 African American Studies.;Black Studies.;Education Leadership.;Education Higher.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 101 p.
  • 总页数 101
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:44:23

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