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"Breaking the cycle": A phenomenolog...

Westbrook, Timothy Paul.

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"Breaking the cycle": A phenomenological inquiry into the perceptions of African American adult learners at faith-based, predominantly white adult degree completion programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Breaking the cycle": A phenomenological inquiry into the perceptions of African American adult learners at faith-based, predominantly white adult degree completion programs./
Author:	Westbrook, Timothy Paul.
Description:	233 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
Contained By:	Dissertation Abstracts International77-01A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3720968
ISBN:	9781339021164

"Breaking the cycle": A phenomenological inquiry into the perceptions of African American adult learners at faith-based, predominantly white adult degree completion programs.
Westbrook, Timothy Paul.

"Breaking the cycle": A phenomenological inquiry into the perceptions of African American adult learners at faith-based, predominantly white adult degree completion programs. - 233 p.

Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.

Thesis (Ph.D.)--Trinity International University, 2015.

This study explores the experiences of African American students in adult degree completion programs at predominantly white, Christian institutions. This phenomenological investigation invited twenty-four participants (17 females and 7 males) to share factors for why they enrolled in degree programs, how they experienced their predominantly white institutions as adult learners, and how they perceived their educational experiences to affect their lives. Three private institutions from Arkansas were selected for this study. The findings were analyzed through Critical Race Theory and Christian theological frameworks. Salient themes reported were goals for education, adult learning conditions, support systems, faith, and race. The findings revealed that the participants generally enjoyed positive experiences, but there continued to be an institutional white narrative in which the participants had to adapt and suspend matters of race in order to achieve academic success. Recommendations of this study include structuring adult programs so that they increase accessibility to adult learners, create deliberate systems of support, empower minority students' counter-narratives to influence the institutions, commit to race-consciousness and a multiracial educational community, and affirm faith-based motivators for social equity and fairness.

ISBN: 9781339021164Subjects--Topical Terms:

543202
Adult education.

"Breaking the cycle": A phenomenological inquiry into the perceptions of African American adult learners at faith-based, predominantly white adult degree completion programs.
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100 1 $a Westbrook, Timothy Paul. $3 3183870
245 1 0 $a "Breaking the cycle": A phenomenological inquiry into the perceptions of African American adult learners at faith-based, predominantly white adult degree completion programs.
300 $a 233 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
500 $a Adviser: Deborah Colwill.
502 $a Thesis (Ph.D.)--Trinity International University, 2015.
520 $a This study explores the experiences of African American students in adult degree completion programs at predominantly white, Christian institutions. This phenomenological investigation invited twenty-four participants (17 females and 7 males) to share factors for why they enrolled in degree programs, how they experienced their predominantly white institutions as adult learners, and how they perceived their educational experiences to affect their lives. Three private institutions from Arkansas were selected for this study. The findings were analyzed through Critical Race Theory and Christian theological frameworks. Salient themes reported were goals for education, adult learning conditions, support systems, faith, and race. The findings revealed that the participants generally enjoyed positive experiences, but there continued to be an institutional white narrative in which the participants had to adapt and suspend matters of race in order to achieve academic success. Recommendations of this study include structuring adult programs so that they increase accessibility to adult learners, create deliberate systems of support, empower minority students' counter-narratives to influence the institutions, commit to race-consciousness and a multiracial educational community, and affirm faith-based motivators for social equity and fairness.
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710 2 $a Trinity International University. $b Educational Studies. $3 3180570
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3720968