African American Female Community College Graduates: A Phenomenological Study of Motivation and Success Strategies for Persistence in Minnesota

Autor/in	Mattison, Tamara D.
Titel	African American Female Community College Graduates: A Phenomenological Study of Motivation and Success Strategies for Persistence in Minnesota
Quelle	(2013), (160 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-8468-1
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Females; Community Colleges; College Graduates; Phenomenology; Student Motivation; Academic Persistence; Learning Strategies; Success; Academic Achievement; Technical Institutes; School Holding Power; Student Experience; Graduation Rate; Social Support Groups; Educational Attitudes; Occupational Aspiration; Expectation; Family Involvement; Peer Relationship; Minnesota + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Community college; Community College; Hochschulabsolvent; Hochschulabsolventin; Phenomenological psychology; Phänomenologie; Psychologie; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Erfolg; Schulleistung; Technische Fakultät; Studienerfahrung; Social support; Soziale Unterstützung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Berufsneigung; Berufsziel; Expectancy; Erwartung; Peer-Beziehungen
Abstract	African American females at the community level have low persistence rates and the literature regarding motivation and success strategies for those who persist to graduation is limited. This study was designed to identify the motivation and success strategies used by African American females to graduate from community colleges in Minnesota. Phenomenological research, the study of lived experience was the method chosen to study African American female graduates. The participants were graduates of community and technical colleges in Minnesota over the age of 18. This minority student phenomenon, which represents the human experience in all its complexity, includes the academic and social problems associated with retention. Addressing this problem will provide much needed information regarding the experiences of African American females attending community colleges. The information gained from this study may help stakeholders understand the strategies used by African American females to persist to graduation and the critical academic support from of the institution necessary to increase graduation rates for this demographic. An emerging theme expressed by the 1982 to 2012 graduates was the need for African American females to have help with balancing school, work, and family. The results showed the participant's motivations for attending community college were their desire for career advancement, expectations from their parents, family and friends, and children. The success strategies included preparing academically, researching information from parents, counselors, friends, and family. Future research recommendations include studying motivation and success strategies of African American females and males based on generational differences. [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