(Re)defining the narrative: High-achieving nontraditional black male undergraduates at a historically black college and university
Using Harper’s anti-deficit achievement framework as a theoretical guide, the purpose of this phenomenological study was to investigate the academic and social experiences of four nontraditional, high-achieving, Black male undergraduates attending one historically Black university. Findings show tha...
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Veröffentlicht in: | Adult education quarterly 2016-08, Vol.66 (3), p.237-253 |
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description | Using Harper’s anti-deficit achievement framework as a theoretical guide, the purpose of this phenomenological study was to investigate the academic and social experiences of four nontraditional, high-achieving, Black male undergraduates attending one historically Black university. Findings show that the participants were intrinsically motivated to succeed in college to make a better future for themselves and their families. Support from their peers, family, and children also played a role in their success. Last, the university cultivated a campus environment that affirmed the participants’ identities as Black males and nontraditional students. These findings present a counternarrative to deficit-oriented research about Black males generally and nontraditional Black male collegians specifically. |
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subjects | African American Students Black Colleges Educational Environment Family Involvement Forschung Forschungsbericht High Achievement Hochschule Males Minderheit Motivation Nontraditional Students Peer Relationship Phenomenology Qualitative Research Schwarzer Social Support Groups Student Student Motivation Student Responsibility Teilnehmer Undergraduate Students United States (Mid Atlantic States) Urban Schools |
title | (Re)defining the narrative: High-achieving nontraditional black male undergraduates at a historically black college and university |
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