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African-American students' perceptio...

Womack, Monica S.

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African-American students' perceptions of their student-teacher relationship with white college instructors and academic achievement while enrolled in early college high school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	African-American students' perceptions of their student-teacher relationship with white college instructors and academic achievement while enrolled in early college high school./
Author:	Womack, Monica S.
Description:	215 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	African American studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710441
ISBN:	9781321863024

African-American students' perceptions of their student-teacher relationship with white college instructors and academic achievement while enrolled in early college high school.
Womack, Monica S.

African-American students' perceptions of their student-teacher relationship with white college instructors and academic achievement while enrolled in early college high school. - 215 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--The University of Akron, 2015.

The primary purpose of this qualitative study was to gain a more in-depth understanding of the student-teacher relationships and academic achievement of seven African American students who are from the millennial generation. This in-depth understanding was based on their perceptions of their student-teacher relationships with White college faculty members while they were enrolled in Early College High School. Early College High School (ECHS) is a specific type of dual enrollment program that provides the opportunity for high school students to enroll in high school and college courses and simultaneously earn their high school diploma and college credits toward an Associate Degree. Students begin their ECHS experience in the ninth grade. The seven participants in this study were all in their senior year of ECHS who had more experiences with White college faculty members at a Predominantly White Institution (PWI) than any other students in the program.

ISBN: 9781321863024Subjects--Topical Terms:

2122686
African American studies.

African-American students' perceptions of their student-teacher relationship with white college instructors and academic achievement while enrolled in early college high school.
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245 1 0 $a African-American students' perceptions of their student-teacher relationship with white college instructors and academic achievement while enrolled in early college high school.
300 $a 215 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Lisa Lenhart.
502 $a Thesis (Ph.D.)--The University of Akron, 2015.
520 $a The primary purpose of this qualitative study was to gain a more in-depth understanding of the student-teacher relationships and academic achievement of seven African American students who are from the millennial generation. This in-depth understanding was based on their perceptions of their student-teacher relationships with White college faculty members while they were enrolled in Early College High School. Early College High School (ECHS) is a specific type of dual enrollment program that provides the opportunity for high school students to enroll in high school and college courses and simultaneously earn their high school diploma and college credits toward an Associate Degree. Students begin their ECHS experience in the ninth grade. The seven participants in this study were all in their senior year of ECHS who had more experiences with White college faculty members at a Predominantly White Institution (PWI) than any other students in the program.
520 $a Based on the analysis of the transcripts from an interview questionnaire, semi-structured interviews, classroom observations, and a focus group the emergent themes indicated that students perceived their student-teacher relationships as interactive and interpersonal, additionally they defined their personal definition of academic achievement as learning perseverance. The students felt as if their college instructors cared about them authentically which contributed to them working harder; however, caring instructors were less important than the positive self-image they believed academic achievement gave them as African Americans in society and their communities. The concept of care in this study was operationalized through Critical Race Theory, an Ethic of Care, and Womanist Caring.
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