The Experiences of African American Students in Special Education Master's Programs at Traditionally White Institutions

Autor/inn/en	Kea, Cathy D.; Penny, Judith M.; Bowman, Lisa J.
Titel	The Experiences of African American Students in Special Education Master's Programs at Traditionally White Institutions
Quelle	In: Teacher Education and Special Education, 26 (2003) 4, S.273-287 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
Schlagwörter	African American Students; Graduate Study; Mentors; Black Colleges; Special Education Teachers; Cultural Differences; Coping; Student Adjustment; Educational Environment; Social Support Groups; Student Experience; Success; Teacher Student Relationship; Academic Persistence + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Aufbaustudium; Graduiertenstudium; Hauptstudium; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Kultureller Unterschied; Bewältigung; Adjustment; Adaptation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Social support; Soziale Unterstützung; Studienerfahrung; Erfolg; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	A large percentage of African American students comprise special education classes; yet few African Americans are special education teachers. Determinants of success for African Americans pursuing graduate study previously cited in the literature include academic and financial support, and faculty-student mentoring relationships. This qualitative study was designed to explore and describe the experiences of seven African Americans who completed master's degrees in special education at traditionally White institutions (TWIs). Participants received their bachelor's degree in special education from a historically Black university. Results revealed that for all of the respondents (N 5 7), getting accustomed to a new cultural environment on their campuses was their primary challenge. A paucity of social supports at TWIs was also a shared concern. Recommendations for faculty at historically Black colleges and universities (HBCUs) and TWIs are discussed that can enhance African Americans' persistence and successful completion of the master's degree process at TWIs. (Author).
Anmerkungen	Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site: http://www.tese.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10