African American Students as Isolates in Gifted/Programs of Study: Challenging Forces and Successful Factors

Autor/in	Jackson, Karen N.
Titel	African American Students as Isolates in Gifted/Programs of Study: Challenging Forces and Successful Factors
Quelle	(2012), (241 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seattle University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-8194-5
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Academically Gifted; Disproportionate Representation; Qualitative Research; Case Studies; Interviews; Heuristics; Data Analysis; Social Isolation; Barriers; Success; Student Experience; Student Personnel Services; Parent Participation; African American Culture; Cultural Influences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Heuristik; Auswertung; Soziale Isolation; Erfolg; Studienerfahrung; Elternmitwirkung; Cultural influence; Kultureinfluss
Abstract	The purpose of this study was to show findings through the examination of African American students as isolates in gifted/programs of study: their challenges and successes. To achieve this purpose a qualitative, exploratory case study was used and data were collected through in-depth interviews of the participants (six) and heuristic inquiry of the researcher's background (one). The total sample size used in the study was seven participants. Analyses of the data indicated that while these participants shared their experiences of invisibility, loneliness, barriers, social isolation and experiences with frustration and anxiety, any of these factors--alone, in combination or through accumulated effects--can undermine student success in schools and colleges. If these factors remain unchanged, African American students who are isolates in gifted/programs of study will likely continue to have experiences that may deem them unsuccessful and will likely compromise the intention of schools and colleges to be just in their treatment and support of all students in general. Analyses of the data indicated that these participants shared their experiences of having success with recommendations for support structures to be in place, doing your personal best, and making sure to have parental and African American cultural support. Their personal successes and academic focus came from working hard independently and finding opportunities to bond with other students of color. Participants were clear that parental support was key in their success. Any of these factors may contribute to the success of these participants or African American students who are isolates in gifted/programs of study in schools and colleges across this nation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10