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A qualitative examination of the support systems impacting the African American student persistence, retention and graduation at a predominantly white, research-extensive, land-grant Midwestern university

dc.contributor.advisorHart, Jennifer L. (Jennifer Lynn), 1967-eng
dc.contributor.authorThorn, Elijah Andreeng
dc.date.issued2014eng
dc.date.submitted2014 Summereng
dc.description"July 2014."eng
dc.descriptionDissertation Supervisor: Dr. Jeni Hart.eng
dc.descriptionIncludes vita.eng
dc.description.abstractCompletion of a college degree serves as an necessity for many individuals who want to transform their lives, change their socio-economic status and have a better chance of living the "American Dream." For African Americans, students completing a college degree can be challenging due to some significant academic and institutional barriers. The current research is replete with studies highlighting why students leave higher educational institutions. However, African American students throughout this nation persist and graduate despite some seemingly insurmountable odds. Through the use of Critical Race Theory and phenomenology as the methodological framework, this study examined the lived experiences of African American students' academic and social engagement and how they have impacted the retention, persistence and graduation of participants. Purposeful sampling procedures were employed to recruit thirteen participants and the researcher adhered to Seidman's (1998) model of a three-interview sequence and arrived at five overarching themes that emerged. A) Not my first Choice, B) Fitting in and being isolated, C) Racial Aggressions, D) Resilience/Personal strength and/or "I have something to prove" and E) What's missing. A Conclusion and recommendations for research practice and policy is also discussed within the context of this study.eng
dc.description.bibrefIncludes bibliographical references (pages 132-139).eng
dc.format.extent1 online resource (3 files)eng
dc.identifier.merlinb107907033eng
dc.identifier.oclc907408267eng
dc.identifier.urihttps://hdl.handle.net/10355/44507
dc.identifier.urihttps://doi.org/10.32469/10355/44507eng
dc.languageEnglisheng
dc.publisher[University of Missouri--Columbia]eng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.source.originalSubmitted by the University of Missouri--Columbia Graduate Schooleng
dc.titleA qualitative examination of the support systems impacting the African American student persistence, retention and graduation at a predominantly white, research-extensive, land-grant Midwestern universityeng
dc.titleA qualitative examination of the support systems impacting the African American student persistence, retention and graduation at a predominantly white, research-extensive, land-grant Midwestern universityeng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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