Franklin

Stories seldom told: Low-income, first-generation African American male students at highly selective research universities / Coleman, Karen Warren.

Author/Creator:
Coleman, Karen Warren, author.
Publication:
Ann Arbor : ProQuest Dissertations & Theses, 2015
Format/Description:
Book
1 electronic resource (222 pages)
Local subjects:
Higher education.
African American studies.
Black studies.
0745
0296
0325
Language:
English
Summary:
African American college men have been the subjects of numerous research studies for over a decade; consequently, it would seem that educators have greater insight into these students' experiences than those of any other racial or ethnic group. However, little of this research focuses specifically on the lived experiences of low-income, first-generation African American men at highly selective research institutions. This qualitative study employed narrative inquiry to introduce readers to the lives, realities, aspirations, and hopes of four students at Duke University, Princeton University, Stanford University, and the University of Pennsylvania in order to provide institutional policymakers, university faculty members, administrators, and students with deeply textured and personal insights into the experiences of the men in this demographic. To analyze this qualitative data, I applied a number of critical frameworks and theoretical approaches, including the Anti-Deficit Achievement Framework (Harper, 2012a), Self-Efficacy Theory (Bandura, 1997), Dewey's seminal work on Education and Experience (1938), and other theoretical perspectives on financial, human, social, cultural, and academic capital.
The study drew several conclusions, including: 1) the dominant cultural narrative about Black men in higher education elides their real experiences and instead reinforces negative stereotypes; 2) not all first-generation, low-income Black males at highly selective universities are the same; 3) race and class intersect with other identities to complicate the experiences of first-generation, low-income African American male students; 4) not enough is known about low-income, first-generation students of color; 5) financial support is critical for this student population; and 6) co-curricular experiences powerfully shape these students' success in college and beyond. The findings suggest several practical implications for those interested in the success of these students, whether at elite or other types of institutions. In particular, this study offers recommendations for both the students in this demographic and their families, and it synthesizes crucial points for educators and administrators at elite institutions.
Notes:
Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
Advisors: Shaun R. Harper Committee members: Eric Kaplan; Brian Peterson.
Ed.D. University of Pennsylvania 2015.
Local notes:
School code: 0175
Contributor:
Harper, Shaun R., degree supervisor.
Peterson, Brian, degree committee member.
Kaplan, Eric, degree committee member.
University of Pennsylvania. Higher Education Management. degree granting institution.
Contained In:
Dissertation Abstracts International 77-01A(E).
ISBN:
9781339021959
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