CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Surprise, sensemaking, and success in the first college year: Black undergraduate men's academic adjustment experiences
Tác giả
Harper S.R.; Newman C.B.
Năm xuất bản
2016
Source title
Teachers College Record
Số trích dẫn
20
DOI
Liên kết
Tóm tắt
Background: Much has been written about Black undergraduate men's out-of-class engagement and social experiences, identity development, participation in intercollegiate athletics, and college enrollment and completion rates. Too little is known about their academic readiness and first-year college adjustment. Purpose: The purpose of this study was to understand Black male students' academic transition experiences in the first college year, with a particular emphasis on how they resolved academic challenges with which they were confronted. Setting: This study was conducted at 42 colleges and universities in 20 states across the United States. Six institution types were included: private liberal arts colleges, public research universities, highly selective private research universities, public and private Historically Black Colleges and Universities, and comprehensive state universities. Participants: The sample was comprised of 219 Black undergraduate men, mostly juniors and seniors, who maintained high cumulative grade point averages, were extraordinarily engaged in a range of student organizations, held multiple leadership roles on campus, cultivated meaningful relationships with faculty and administrators, participated in enriching educational experiences (e.g., study abroad programs), and earned numerous merit-based awards and honors for their college achievements. Research Design: Qualitative research methods were used in this study. Specifically, phenomenology was used to understand what Black male students experienced in the first college year and how they experienced the transition phenomenon. Data Collection and Analysis: Individual, face-to-face interviews were conducted with all 219 participants. Each interview was 2-3 hours. Moustakas' (1994) process for phenomenological data analysis and Harper's (2007) trajectory analysis technique were used to analyze data collected for this study. © by Teachers College, Columbia University.
Từ khóa
Tài liệu tham khảo
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Nơi xuất bản
Teachers College, Columbia University
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus