Biracial/Multiracial Student Perceptions of Student Academic Support Services at a Predominantly White Public Institution

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Autor/in	Fischer-Kinney, Julie A.
Titel	Biracial/Multiracial Student Perceptions of Student Academic Support Services at a Predominantly White Public Institution
Quelle	(2012), (233 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Toledo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-1262-1
Schlagwörter	Hochschulschrift; Dissertation; Multiracial Persons; College Students; Educational Environment; Racial Composition; Academic Support Services; Student Attitudes; Whites; Phenomenology; Barriers; Success; Qualitative Research; Student Characteristics; Ethnicity; Focus Groups; School Role; Student Responsibility; Peer Teaching; Student Needs; Paying for College + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mischling; Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; White; Weißer; Phenomenological psychology; Phänomenologie; Psychologie; Erfolg; Qualitative Forschung; Ethnizität; Peer group teaching; Peer Group Teaching; Studienfinanzierung
Abstract	This study attempted to contribute to national research on biracial/multiracial students, a growing diverse population in higher education. A lack of literature exists on biracial/multiracial college students, particularly as it pertains to student academic success at predominantly white institutions (PWI). The purpose of this study was to explore the perceptions of biracial/multiracial college students regarding student academic support services at one PWI. In order to address barriers to student success, the voices of biracial/multiracial students are greatly needed by institutions to enhance and develop services, programs, policies, and procedures. This phenomenological study used Padilla's Theoretical Framework for Modeling Student Success to understand the barriers to student success perceived by biracial/multiracial students at one PWI. The qualitative study employed triangulation through three phases of research. In phase one, a demographic study was used to identify students at the PWI who self-identify as biracial/multiracial. The demographic study responses also guided conversations in the second phase of research, focus group meetings. Phase two consisted of three focus groups comprised of 11 biracial/multiracial students. Phase three consisted of member checking within and between focus groups, and during data analysis, for clarification and agreement of findings. The culmination of the study was the creation of a Local Student Success Model (LSSM) for the PWI, a blueprint for biracial/multiracial student success consisting of recommended student and institutional actions. The study found that focus group participants at the PWI were unaware of the location and function of some student academic support services. Participants believed that new student academic support services are needed, such as peer mentoring in the major, in addition to the evaluation and modification of existing student academic support services, such as faculty mentoring, to aid in biracial/multiracial student success. Study participants (including demographic and focus group participants) at the PWI perceived there to be a total of over 15 barriers to student success. Financial and personal barriers were perceived to be the greatest barriers to biracial/multiracial student success. Focus group participants perceived 10 key barriers to success that fit into two major categories of barriers-- institutional barriers and individual barriers. In order to overcome barriers to student success, focus group participants perceived that students must have knowledge in five key categories; must take action in two key categories; and recommended institutional actions in five key categories to ensure the student success of biracial/multiracial students. [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	2020/1/01