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Despite the odds: African American ...

Osiris, Charles Emmanuel.

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Despite the odds: African American male perspectives on factors that contribute to their academic success at a traditionally White institution of higher education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Despite the odds: African American male perspectives on factors that contribute to their academic success at a traditionally White institution of higher education./
Author:	Osiris, Charles Emmanuel.
Description:	231 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1669.
Contained By:	Dissertation Abstracts International66-05A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3174948
ISBN:	0542126435

Despite the odds: African American male perspectives on factors that contribute to their academic success at a traditionally White institution of higher education.
Osiris, Charles Emmanuel.

Despite the odds: African American male perspectives on factors that contribute to their academic success at a traditionally White institution of higher education. - 231 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1669.

Thesis (Ph.D.)--University of California, Santa Barbara, 2005.

The purpose of this qualitative study was to investigate the factors that academically successful African American male seniors at a Traditionally White Institution, the University of California, Santa Barbara, perceived as being important to their ability to be academically successful. The twelve African American males interviewed provided in-depth narratives regarding the factors that they considered to promote their academic success. Academic success was operationalized as a senior preparing to graduate with a 3.2 or better grade point average (GPA).

ISBN: 0542126435Subjects--Topical Terms:

543175
Education, Higher.

Despite the odds: African American male perspectives on factors that contribute to their academic success at a traditionally White institution of higher education.
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100 1 $a Osiris, Charles Emmanuel. $3 1905773
245 1 0 $a Despite the odds: African American male perspectives on factors that contribute to their academic success at a traditionally White institution of higher education.
300 $a 231 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1669.
500 $a Chair: Julian Weissglass.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2005.
520 $a The purpose of this qualitative study was to investigate the factors that academically successful African American male seniors at a Traditionally White Institution, the University of California, Santa Barbara, perceived as being important to their ability to be academically successful. The twelve African American males interviewed provided in-depth narratives regarding the factors that they considered to promote their academic success. Academic success was operationalized as a senior preparing to graduate with a 3.2 or better grade point average (GPA).
520 $a This dissertation shares the narratives of twelve academically successful African American males pursuing undergraduate education at the University of California, Santa Barbara. Working within a phenomenological framework, the researcher investigated the factors that the students perceived as being important to their academic success. Critical race theory of education was one of the theoretical frameworks for this study, because it recognizes the role that racism has played in the American educational experiences of African Americans. Structured interviews, focus groups, observations, questionnaires and review of documents were utilized to capture the experiences of these students.
520 $a The data collection consisted of a three-stage process: A questionnaire, indepth interviews and three focus groups. Eight significant themes emerged from the data analysis: (a) Social support and guidance from significant others, (b) Spirituality, (c) The ability to understand and effectively deal with racism, (d) The knowledge and ability to successfully navigate the system, (e) Internal Control Ideology/Achievement Motivation, (f) a Preference for Long-term goals, (g) The impact of Leadership experiences, and (h) The Summer Transition Enrichment Program (STEP).
520 $a The results of the data analysis informed the conclusions, insights and recommendations for educators, administration, parents and policy developers to improve the American educational system for the benefit of all students, particularly African American males.
590 $a School code: 0035.
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