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Everyone has a story: A qualitative ...

Chapman, Christine A.

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Everyone has a story: A qualitative study of Black student persistence and retention at a private suburban predominately White four-year institution.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Everyone has a story: A qualitative study of Black student persistence and retention at a private suburban predominately White four-year institution./
Author:	Chapman, Christine A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	200 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
Subject:	School administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710788
ISBN:	9781321868074

Everyone has a story: A qualitative study of Black student persistence and retention at a private suburban predominately White four-year institution.
Chapman, Christine A.

Everyone has a story: A qualitative study of Black student persistence and retention at a private suburban predominately White four-year institution. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 200 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ph.D.)--Robert Morris University, 2015.

This item must not be added to any third party search indexes.

The problem of low Black student retention and graduation rates continues to persist. This qualitative study examined the factors that contribute to the persistence, retention, and social and academic integration of Black students at a private, suburban Predominately White Four-Year Institution (PWI) located in Western Pennsylvania. The purposeful sample in this study included 12 male and female full-time, residential, freshmen and sophomore college students. The participants shared their stories about their perceptions and experiences in and out of their classroom environment. Using multiple frameworks, including critical mass theory and critical race theory, the study examined the problem of Black student retention and persistence at a single study site. Five overall themes emerged. The findings from the study indicated that Black students seek membership in cultural community not for protection from a negative racial campus climate; rather, cultural community provides counter-spaces for social and emotional purposes.

ISBN: 9781321868074Subjects--Topical Terms:

3172164
School administration.

Everyone has a story: A qualitative study of Black student persistence and retention at a private suburban predominately White four-year institution.
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245 1 0 $a Everyone has a story: A qualitative study of Black student persistence and retention at a private suburban predominately White four-year institution.
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300 $a 200 p.
500 $a Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Haser, Shelly.
502 $a Thesis (Ph.D.)--Robert Morris University, 2015.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a The problem of low Black student retention and graduation rates continues to persist. This qualitative study examined the factors that contribute to the persistence, retention, and social and academic integration of Black students at a private, suburban Predominately White Four-Year Institution (PWI) located in Western Pennsylvania. The purposeful sample in this study included 12 male and female full-time, residential, freshmen and sophomore college students. The participants shared their stories about their perceptions and experiences in and out of their classroom environment. Using multiple frameworks, including critical mass theory and critical race theory, the study examined the problem of Black student retention and persistence at a single study site. Five overall themes emerged. The findings from the study indicated that Black students seek membership in cultural community not for protection from a negative racial campus climate; rather, cultural community provides counter-spaces for social and emotional purposes.
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