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The subtlety and fragility of educat...

Fleming, Michael Kevin.

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The subtlety and fragility of educational achievement: The African-American male path to the Ph.D.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The subtlety and fragility of educational achievement: The African-American male path to the Ph.D./
作者:	Fleming, Michael Kevin.
面頁冊數:	144 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0914.
Contained By:	Dissertation Abstracts International66-03A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3169197
ISBN:	054205406X

The subtlety and fragility of educational achievement: The African-American male path to the Ph.D.
Fleming, Michael Kevin.

The subtlety and fragility of educational achievement: The African-American male path to the Ph.D. - 144 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0914.

Thesis (Ph.D.)--University of California, Los Angeles, 2005.

This study explores educational and social barriers to academic achievement as well as ways to overcome and/or prevent such impediments through a black male perspective. Guided theoretically by critical race frameworks and graduate faculty/student socialization theories, the retrospective experiences of forty-five recent (1999--2003) African-American male Ph.D.s across disciplines, institutions and regions were collected through in-depth interviews and analyzed utilizing qualitative and constant comparative techniques.

ISBN: 054205406XSubjects--Topical Terms:

543175
Education, Higher.

The subtlety and fragility of educational achievement: The African-American male path to the Ph.D.
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245 1 4 $a The subtlety and fragility of educational achievement: The African-American male path to the Ph.D.
300 $a 144 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0914.
500 $a Chair: Walter Allen.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2005.
520 $a This study explores educational and social barriers to academic achievement as well as ways to overcome and/or prevent such impediments through a black male perspective. Guided theoretically by critical race frameworks and graduate faculty/student socialization theories, the retrospective experiences of forty-five recent (1999--2003) African-American male Ph.D.s across disciplines, institutions and regions were collected through in-depth interviews and analyzed utilizing qualitative and constant comparative techniques.
520 $a Findings reveal feelings of isolation in educational settings, poor preparation for graduate study, poor presentation of the fields of study and professions of higher education to black male audiences along with their consequential educational and life implications, lack of genuine interest/respect of ethnic minority research interests from graduate school faculty and educational research in general, and low numbers of black male faculty advisors/mentors as instances of institutional racism and major barriers to academic achievement for African-American male students.
520 $a Additionally, subjects disclose more subtle and fragile instances involved in traversing their educational paths. These revelations lead to other interesting internal and external educational achievement factors like will power, internal/external motivation, resilience, family emphasis on/support of educational achievement, friends, and peer groups. More specifically, all of the respondents mention the impact of being exposed to black male scholars/mentors. In particular, twelve subjects had a black male dissertation chair. Also, 15 men attended Historically Black Colleges and Universities (HBCUs) for undergraduate and/or graduate education.
520 $a Finally, in terms of improving African American male Ph.D. numbers, subjects mention: having buffers against negative preconceptions about and experiences in education, gaining more understanding of black male cultural/racial and self identity construction, gaining more knowledge of the Ph.D. process, increasing the number of black males in the educational pipeline, and providing more training to black men on their roles in and out the academy as well as within the larger African-American community. Study findings have the potential to inform parents, educators, educational policy, practice, and research on ways to better prepare, retain, and graduate African-American male students as well as motivate future generations of black male scholars.
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