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Models of excellence: How five high...

Cephus, Diamond, Jr.

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Models of excellence: How five high-achieving African American students understand their school success.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Models of excellence: How five high-achieving African American students understand their school success./
Author:	Cephus, Diamond, Jr.
Description:	244 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2049.
Contained By:	Dissertation Abstracts International67-06A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221586
ISBN:	9780542743436

Models of excellence: How five high-achieving African American students understand their school success.
Cephus, Diamond, Jr.

Models of excellence: How five high-achieving African American students understand their school success. - 244 p.

Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2049.

Thesis (Ed.D.)--Harvard University, 2006.

In my thesis, I explore the experiences of five native-born African American young women from Harvard College who excelled in high school and who are from low-SES and/or working class or lower-middle class family backgrounds. The investigation is a retrospective case study that seeks to understand the reasons to which these students attribute their academic success in high school. I wanted to learn about variation in the experiences of these students as they reflected on their high school success in relation to family life, peer relations, school experience, and community influences. My inquiry was guided by the following research questions and related subquestions: What is it about family life, peer group relations, school experiences, and community influences that contributed to academic success in high school for these students? How do they speak about and understand what contributed to their high achievement? How may their experiences be different from one another, and how may their experiences be similar? In addition, what are the alterable psychosocial variables that are associated with academic achievement for these students, and how do these variables interact with more fixed variables, if at all, in their relationship to academic success?

ISBN: 9780542743436Subjects--Topical Terms:

1017673
Black Studies.

Models of excellence: How five high-achieving African American students understand their school success.
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245 1 0 $a Models of excellence: How five high-achieving African American students understand their school success.
300 $a 244 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2049.
500 $a Adviser: Michael J. Nakkula.
502 $a Thesis (Ed.D.)--Harvard University, 2006.
520 $a In my thesis, I explore the experiences of five native-born African American young women from Harvard College who excelled in high school and who are from low-SES and/or working class or lower-middle class family backgrounds. The investigation is a retrospective case study that seeks to understand the reasons to which these students attribute their academic success in high school. I wanted to learn about variation in the experiences of these students as they reflected on their high school success in relation to family life, peer relations, school experience, and community influences. My inquiry was guided by the following research questions and related subquestions: What is it about family life, peer group relations, school experiences, and community influences that contributed to academic success in high school for these students? How do they speak about and understand what contributed to their high achievement? How may their experiences be different from one another, and how may their experiences be similar? In addition, what are the alterable psychosocial variables that are associated with academic achievement for these students, and how do these variables interact with more fixed variables, if at all, in their relationship to academic success?
520 $a I conducted two in-depth retrospective interviews to uncover how these students understand and speak about the reasons for their academic success in high school. In addition, I conducted a semi-structured sequence of three focus group interviews designed to explore various categories of experience related to school achievement. The analyses involved the use of open and axial coding schemes to facilitate the development, identification, and clustering of psychosocial variables as emergent themes and categories as either alterable or fixed, and to explore the nature of the relationship between the variables, if any.
520 $a I learned that these students hold a rich variety of reasons to which they attribute their high school success. One reason that was provided which cuts across each of the five cases is categorized as their "positive orientation towards a hope-filled future": a pervasive belief, faith, and vision in their individual capacity to excel academically despite the odds stacked against them. This Positive Vision of the Future (PVF) is organized around four primary characteristics, each with underlying supportive factors, of Institutional Support & Encouragement, Intrinsic and Extrinsic Motivation Factors, A Spirit of Independence: "Dancing To One's Own Tune," and Peer Influence For The Positive.
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650 4 $a Black Studies. $3 1017673
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Developmental. $3 1017557
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710 2 0 $a Harvard University. $3 528741
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790 1 0 $a Nakkula, Michael J., $e advisor
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