Examining a Sense of Belonging: African-American High School Equivalency Students Pursuing a Higher Education at a Small Rural Community College in Eastern North Carolina

Autor/in	Hodges, Orlice Clayton
Titel	Examining a Sense of Belonging: African-American High School Equivalency Students Pursuing a Higher Education at a Small Rural Community College in Eastern North Carolina
Quelle	(2017), (184 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wingate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-6507-9
Schlagwörter	Hochschulschrift; Dissertation; High School Equivalency Programs; African American Students; Peer Relationship; Teacher Student Relationship; Community Colleges; Educational Environment; Student School Relationship; Educational Attainment; Gender Differences; Mixed Methods Research; Student Experience; Student Attitudes; Rural Schools; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Community college; Community College; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schüler-Lehrer-Beziehung; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Studienerfahrung; Schülerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	This study examines relationships of African-American high school equivalency (HSE) students' sense of belonging to their peers, faculty, and community college environment. A sense of belonging is an important factor in understanding students' internal and external motivations, perceptions, desires, and academic successes. For many African-American HSE students, community colleges are the pathways chosen to enhance their skills for a better education, potential income increase, and possible advancement in the workforce. A sense of belonging, socioeconomic desires, and cultural influences can promote adult learners' return to the classroom in pursuit of a high school diploma. The purpose of this study was to examine and gain in-sight on a sense of belonging, educational attainment, and gender gaps of African-American high school equivalency female and male students' experiences in quest of a higher education. This mixed-method research study recorded students' shared experiences and insight in regards to a sense of belonging; as a result, the findings from this study have implications to change policy, curriculum, and program structure. The significance of this study was to make a contribution to the knowledge on African-American students' sense of belonging with peers, faculty, and the community college environment. [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