A Phenomenological Inquiry into the Academic Integration and Social Integration Experiences of African American Deaf Students Attending a Four-Year Predominantly White Institution in Georgia

Autor/in	Williams, Kenneth R.
Titel	A Phenomenological Inquiry into the Academic Integration and Social Integration Experiences of African American Deaf Students Attending a Four-Year Predominantly White Institution in Georgia
Quelle	(2013), (147 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Oral Roberts University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3211-2215-2
Schlagwörter	Hochschulschrift; Dissertation; College Students; Nontraditional Students; African American Students; Whites; Racial Composition; Deafness; Academic Persistence; Barriers; Phenomenology; Social Integration; Student Experience; Semi Structured Interviews; Teacher Student Relationship; Peer Relationship; Student Behavior; Social Isolation; Interpersonal Communication; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; White; Weißer; Gehörlosigkeit; Taubstummheit; Phenomenological psychology; Phänomenologie; Psychologie; Soziale Integration; Studienerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Student behaviour; Schülerverhalten; Soziale Isolation; Interpersonale Kommunikation
Abstract	Purpose, Scope, and Method of Study: The formal and informal structures of colleges and universities are pivotal to the social integration and academic integration process of students. Therefore, addressing the specific needs of different groups of students, such as non-traditional students, first generation students, students of color, and academically at-risk students it is critical their persistence. For example, African American students often leave college before obtaining their degrees due to their inability to academically integrate and socially integrate into university settings. It is also noted that Deaf students are confronted with academic and social challenges due to their unique culture. The purpose of this phenomenological study was to understand the social integration and academic integration experiences of African American deaf students attending a four year predominantly white institution in Georgia. Data consisted of the results from semistructured interviews of four African American Deaf students. Findings and Conclusions: Each participant shared how limited faculty interaction and being selected to work in study groups with peers were challenges for them in their academic integration process. Participants also described their social integration process at a four-year predominantly white institution in Georgia. The social and academic integration of these African American Deaf students was hindered by reactions to both their Deafness and ethnicity. Limited faculty interaction and lack of access to peer study groups affected their academic integration. Participants experienced feelings of isolation, feelings of discrimination and limited communication with peers all as challenges to their social integration. [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