African American School Psychology Program Leavers

Autor/in	Proctor, Sherrie Lynn
Titel	African American School Psychology Program Leavers
Quelle	(2010), (131 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Georgia State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-4827-7
Schlagwörter	Hochschulschrift; Dissertation; African Americans; School Psychology; School Holding Power; Phenomenology; Interviews; Withdrawal (Education); Academic Persistence; Influences; College Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Afroamerikaner; Schulpsychologie; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Kursabbruch; Influence; Einfluss; Einflussfaktor; Collegestudent
Abstract	This phenomenology used 21 in-depth interviews to explore seven African Americans' experiences at the school psychology programs they left. The purpose was to investigate what experiences contributed to participants' decisions to leave programs; if programs used retention strategies and if so, participants' view of the strategies; and what participants believe might have encouraged their retention. Findings indicate that misalignment between participants' career aims and their perceptions of school psychology practice as well as poor relationships with faculty and peers contributed to decisions to leave programs. Five participants reported that programs did not utilize retention strategies. Two reported that a sole faculty advocate served as a retention strategy, while one noted funding. Participants cited funding and advisement as strategies that might have encouraged their retention. [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