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Persisting at predominantly white in...

Woodburn, Annjanet.

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Persisting at predominantly white institutions: African Caribbean college students narrate their U.S. academic experiences and administrators' perspectives.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Persisting at predominantly white institutions: African Caribbean college students narrate their U.S. academic experiences and administrators' perspectives./
Author:	Woodburn, Annjanet.
Description:	172 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .
Contained By:	Dissertation Abstracts International72-09A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3461908
ISBN:	9781124762838

Persisting at predominantly white institutions: African Caribbean college students narrate their U.S. academic experiences and administrators' perspectives.
Woodburn, Annjanet.

Persisting at predominantly white institutions: African Caribbean college students narrate their U.S. academic experiences and administrators' perspectives. - 172 p.

Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .

Thesis (Ed.D.)--Fordham University, 2011.

Retention and graduation rates for minorities, especially African Americans, tend to be lower than for their White peers. Although much research exists on retention and factors that affect retention of African American students, very little seems to address African Caribbean students. The rationale for this qualitative study grew out of the researcher's desire to learn about African Caribbean students and their experiences at predominantly White institutions of higher education in the United States. The researcher hoped that the findings on the persistence of African Caribbean students may lead institutions and administrators to re-examine the current supports they now provide as they attempt to improve student retention for all students.

ISBN: 9781124762838Subjects--Topical Terms:

1017673
Black Studies.

Persisting at predominantly white institutions: African Caribbean college students narrate their U.S. academic experiences and administrators' perspectives.
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100 1 $a Woodburn, Annjanet. $3 1678441
245 1 0 $a Persisting at predominantly white institutions: African Caribbean college students narrate their U.S. academic experiences and administrators' perspectives.
300 $a 172 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .
500 $a Adviser: Bruce S. Cooper.
502 $a Thesis (Ed.D.)--Fordham University, 2011.
520 $a Retention and graduation rates for minorities, especially African Americans, tend to be lower than for their White peers. Although much research exists on retention and factors that affect retention of African American students, very little seems to address African Caribbean students. The rationale for this qualitative study grew out of the researcher's desire to learn about African Caribbean students and their experiences at predominantly White institutions of higher education in the United States. The researcher hoped that the findings on the persistence of African Caribbean students may lead institutions and administrators to re-examine the current supports they now provide as they attempt to improve student retention for all students.
520 $a The data collection methods included interviews, observations, and document analysis. The research sample included 10 African Caribbean students between the ages of 18 and 28 pursuing undergraduate degrees (Bachelors) and 3 administrators at two predominantly White institutions located in the New York area.
520 $a Nine findings emerged from the data and provided insight on how African Caribbean students persist at predominantly White institutions of higher education and on administrators' perspectives. The findings related to factors that could improve retention include: (a) having access to and having a relationship with faculty; (b) involvement in extracurricular activities, such as organizations, clubs, and sports; (c) being prepared for college; (d) the support of their families and friends; (e) students' understanding and use of the social and cultural capital of their Caribbean background; (f) fitting in at the predominantly White institutions; (g) positive interactions with administrators; (h) positive and upbeat attitudes about their future; and (i) administrators' positive perspectives. Most of these findings found support in the extant literature as having an impact on the retention of African American students. However, what was unique for the African Caribbean students was the social and cultural capital that they used as motivation for their persistence.
520 $a The researcher offered 10 recommendations for administrators, faculty, and staff for improving student retention based on the experiences of the African Caribbean students as well as other student populations.
590 $a School code: 0072.
650 4 $a Black Studies. $3 1017673
650 4 $a Caribbean Studies. $3 1670141
650 4 $a Education, Higher Education Administration. $3 1669382
650 4 $a Education, Higher. $3 543175
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690 $a 0745
710 2 $a Fordham University. $b Division of Educational Leadership, Administration, and Policy. $3 1678442
773 0 $t Dissertation Abstracts International $g 72-09A.
790 1 0 $a Cooper, Bruce S., $e advisor
790 1 0 $a Lee, John W. $e committee member
790 $a 0072
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3461908