A Phenomenologicial Narrative Study of African American Male Community College Instructors

Autor/in	Wallace, Jerry L.
Titel	A Phenomenologicial Narrative Study of African American Male Community College Instructors
Quelle	(2014), (124 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University, Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-5274-6
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; African American Teachers; College Faculty; Males; Community Colleges; Qualitative Research; Personal Narratives; Teaching Experience; Interviews; Observation; Teacher Selection; Professional Identity; Cultural Awareness; Program Development; Teacher Student Relationship; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Fakultät; Male; Männliches Geschlecht; Community college; Community College; Qualitative Forschung; Erlebniserzählung; Interviewing; Interviewtechnik; Beobachtung; Cultural identity; Kulturelle Identität; Programmplanung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This qualitative phenomenological research study used narrative inquiry to explore the lived experiences of African American male community college instructors using interviews, classroom observations, and personal testimonies conducted at a Southeast Texas community college. Brown (2009) previously conducted a study on African American male instructors and how they interact with African American male students using pedagogical approach in studying emotions, feedback, and a unique understanding needed to inspire these students in elementary and secondary schools. The findings indicated information gathered concerning hiring practices, cultural instructor identity development and perceptions of institutional support could be a great support to diversity development and cultural awareness in creating programs, active community-faculty involvement. These findings could support institutional efforts to adopt success methods used within district planning and instructor support (Karim, 2003). [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