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African-American students in remedia...

New York University.

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African-American students in remedial English and reading at a community college: Their experiences and perspectives.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	African-American students in remedial English and reading at a community college: Their experiences and perspectives./
作者:	Dunning, John.
面頁冊數:	215 p.
附註:	Adviser: Joshua Smith.
Contained By:	Dissertation Abstracts International70-01A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3346263
ISBN:	9781109010077

African-American students in remedial English and reading at a community college: Their experiences and perspectives.
Dunning, John.

African-American students in remedial English and reading at a community college: Their experiences and perspectives. - 215 p.

Adviser: Joshua Smith.

Thesis (Ed.D.)--New York University, 2009.

Data were also searched for discrepant themes yielding a minority theme expressed by one of the participants; "I'm determined to benefit from every experience at college; whether I succeed or fail is up to me".

ISBN: 9781109010077Subjects--Topical Terms:

1017673
Black Studies.

African-American students in remedial English and reading at a community college: Their experiences and perspectives.
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520 $a Data were also searched for discrepant themes yielding a minority theme expressed by one of the participants; "I'm determined to benefit from every experience at college; whether I succeed or fail is up to me".
520 $a The purpose of this study was to understand the perspectives on and the experiences of being in remediation for six African American students who successfully completed remedial English and reading at a community college. The research sub-questions were: (1) Why did the participants enter the remedial environment of Coastal Community College? (2) How do they describe the teaching/learning process in remediation? (3) How do these students describe their adjustment experiences in college? The study utilized qualitative in-depth interviews as a research methodology. Findings were presented as a first person narrative for each participant and a cross-case thematic analysis.
520 $a Themes were arranged by research questions topics. Under reasons for entering the remedial program participants asked, "Why did they put me in those classes? I don't think I needed it, but it helped" and reported, "I don't do well on tests." For the teaching/learning process in remediation, they stated, "I feel when teachers show students that they care, it helps students do better" and "Some of the teachers didn't help me to understand". The third theme under this topic was "Can't they give me something to write about that I can relate to." The final topic, adjustment experiences in college had themes, "High school is a lot different from college" and "I think a lot of black students get frustrated."
520 $a Three metathemes emerged from the findings: (1) Speaking and writing standard and academic English appeared to be a problem for the participants in this study and for black students in this community college in general; (2) Although in different ways and for a variety of different reasons, the participants all expressed a disconnect between their high school and college experiences; and (3) Although most of them complained strongly about the remediation process and other discouragements, these participants declared that "no matter what I'm going to succeed".
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