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Voices from the educational fringe: ...

Ransom, Julia Camille.

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Voices from the educational fringe: An ethnographic study exploring educational experiences of African American males in an alternative GED program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Voices from the educational fringe: An ethnographic study exploring educational experiences of African American males in an alternative GED program./
Author:	Ransom, Julia Camille.
Description:	230 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703085
ISBN:	9781321747133

Voices from the educational fringe: An ethnographic study exploring educational experiences of African American males in an alternative GED program.
Ransom, Julia Camille.

Voices from the educational fringe: An ethnographic study exploring educational experiences of African American males in an alternative GED program. - 230 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Temple University, 2015.

This item must not be sold to any third party vendors.

Black males are more likely than others to attend alternative education programs and schools (McCall, 2003; Howard, 2008). Alternative high schools and programs tend to serve a disproportionate number of male students, students of color, at risk students, and economically disadvantaged students (McNulty & Roseboro, 2009; Watson, 2011). A significant number of Black male students will pursue the GED credential in these programs. This ethnographic study focuses on Black male students who have dropped out of traditional high school prior to attending a GED program in a Northeastern city. This study addresses the following questions: How do Black males' perceptions of caring and educational experiences in an alternative GED program differ from experiences in their former traditional high school? This study uses an intersectionality theoretical framework. As Black males are more likely to attend alternative schools, prioritizing race, gender, and class are essential in this study. Findings indicate that students experience more caring environments in the alternative GED program. The results also indicate that students' experiences in their formal high schools are fraught with disciplinary problems and uncaring environments.

ISBN: 9781321747133Subjects--Topical Terms:

2122779
Secondary education.

Voices from the educational fringe: An ethnographic study exploring educational experiences of African American males in an alternative GED program.
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100 1 $a Ransom, Julia Camille. $3 3174564
245 1 0 $a Voices from the educational fringe: An ethnographic study exploring educational experiences of African American males in an alternative GED program.
300 $a 230 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: James E. Davis.
502 $a Thesis (Ph.D.)--Temple University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a Black males are more likely than others to attend alternative education programs and schools (McCall, 2003; Howard, 2008). Alternative high schools and programs tend to serve a disproportionate number of male students, students of color, at risk students, and economically disadvantaged students (McNulty & Roseboro, 2009; Watson, 2011). A significant number of Black male students will pursue the GED credential in these programs. This ethnographic study focuses on Black male students who have dropped out of traditional high school prior to attending a GED program in a Northeastern city. This study addresses the following questions: How do Black males' perceptions of caring and educational experiences in an alternative GED program differ from experiences in their former traditional high school? This study uses an intersectionality theoretical framework. As Black males are more likely to attend alternative schools, prioritizing race, gender, and class are essential in this study. Findings indicate that students experience more caring environments in the alternative GED program. The results also indicate that students' experiences in their formal high schools are fraught with disciplinary problems and uncaring environments.
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650 4 $a Secondary education. $3 2122779
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650 4 $a African American studies. $3 2122686
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703085