首页> 外文学位 >Persisting at predominantly white institutions: African Caribbean college students narrate their U.S. academic experiences and administrators' perspectives.
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Persisting at predominantly white institutions: African Caribbean college students narrate their U.S. academic experiences and administrators' perspectives.

机译:坚持以白人为主的机构:非洲加勒比大学生讲述了他们在美国的学术经历和管理者的观点。

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摘要

Retention and graduation rates for minorities, especially African Americans, tend to be lower than for their White peers. Although much research exists on retention and factors that affect retention of African American students, very little seems to address African Caribbean students. The rationale for this qualitative study grew out of the researcher's desire to learn about African Caribbean students and their experiences at predominantly White institutions of higher education in the United States. The researcher hoped that the findings on the persistence of African Caribbean students may lead institutions and administrators to re-examine the current supports they now provide as they attempt to improve student retention for all students.;The data collection methods included interviews, observations, and document analysis. The research sample included 10 African Caribbean students between the ages of 18 and 28 pursuing undergraduate degrees (Bachelors) and 3 administrators at two predominantly White institutions located in the New York area.;Nine findings emerged from the data and provided insight on how African Caribbean students persist at predominantly White institutions of higher education and on administrators' perspectives. The findings related to factors that could improve retention include: (a) having access to and having a relationship with faculty; (b) involvement in extracurricular activities, such as organizations, clubs, and sports; (c) being prepared for college; (d) the support of their families and friends; (e) students' understanding and use of the social and cultural capital of their Caribbean background; (f) fitting in at the predominantly White institutions; (g) positive interactions with administrators; (h) positive and upbeat attitudes about their future; and (i) administrators' positive perspectives. Most of these findings found support in the extant literature as having an impact on the retention of African American students. However, what was unique for the African Caribbean students was the social and cultural capital that they used as motivation for their persistence.;The researcher offered 10 recommendations for administrators, faculty, and staff for improving student retention based on the experiences of the African Caribbean students as well as other student populations.
机译:少数民族(尤其是非裔美国人)的保留率和毕业率往往低于白人。尽管对留住率和影响非裔美国人留住率的因素进行了大量研究,但似乎很少涉及非洲加勒比学生。进行此定性研究的理由是由于研究人员渴望了解非洲加勒比海学生及其在美国以白人为主的高等教育机构中的经历。研究人员希望,关于非洲加勒比海学生的持久性的调查结果可能会导致机构和管理者在试图提高所有学生的留学生率时重新审查他们现在提供的当前支持;数据收集方法包括访谈,观察和文件分析。该研究样本包括10名18至28岁的非洲加勒比海学生攻读本科学位(学士学位)和3名来自纽约地区两个主要是白人机构的行政管理人员;从数据中得出了9个发现,并提供了有关非洲加勒比海地区情况的见解。学生坚持以白人为主的高等教育机构和管理人员的观点。与可能改善留任率的因素有关的发现包括:(a)与教师接触并与他们有联系; (b)参加课外活动,例如组织,俱乐部和运动; (c)正在准备上大学; (d)家人和朋友的支持; (e)学生对加勒比背景的社会和文化首都的理解和运用; (f)适合主要是白人机构; (g)与管理人员的积极互动; (h)对他们的未来持积极乐观的态度; (i)管理员的积极观点。这些发现大多数都在现有文献中得到支持,因为它们对留住非洲裔美国学生有影响。然而,对于非洲加勒比海学生来说,独特的是他们作为坚持不懈的动力的社会和文化资本。研究人员根据非洲加勒比海地区的经验,为行政人员,教职员工提供了10条建议,以提高学生的保留率学生以及其他学生群体。

著录项

  • 作者

    Woodburn, Annjanet.;

  • 作者单位

    Fordham University.;

  • 授予单位 Fordham University.;
  • 学科 Black Studies.;Caribbean Studies.;Education Higher Education Administration.;Education Higher.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 172 p.
  • 总页数 172
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:44:32

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