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| Autor/in | Baber, Lorenzo DuBois |
|---|---|
| Titel | A Qualitative Inquiry on the Multidimensional Racial Development among First-Year African American College Students Attending a Predominately White Institution |
| Quelle | In: Journal of Negro Education, 81 (2012) 1, S.67-81 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2984 |
| Schlagwörter | African American Students; Qualitative Research; Outcomes of Education; Racial Identification; Educational Experience; College Freshmen; Achievement Gap; Racial Differences; Multidimensional Scaling; Academic Persistence; Phenomenology; Student Characteristics; Semi Structured Interviews; Resilience (Psychology) |
| Abstract | While persistence and completion rates in postsecondary education are on the rise, gaps based on racial/ethnic demographics remain. This is particularly evident at predominately White institutions (PWIs), despite increasing enrollment of African Americans at these institutions. Previous studies have linked psychosocial health of African American students with positive educational outcomes. Using qualitative data from a study of first-year African American students at a PWI, this article examines the influence of racial identity development on the educational experiences through an interpretive theoretical framework--the Multidimensional Model of Racial Identity (MMRI). Five themes are presented, representing the influence of both internal reconceptualization of racial identity and external sources of support. Implications for policy development and future research are discussed. (Contains 1 table.) (As Provided). |
| Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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