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"This culture is nurturing and carin...

Blue, Loris A.

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"This culture is nurturing and caring": An ethnographic account of a campus climate from the perspective of African-American students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"This culture is nurturing and caring": An ethnographic account of a campus climate from the perspective of African-American students./
作者:	Blue, Loris A.
面頁冊數:	197 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3574.
Contained By:	Dissertation Abstracts International64-10A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3107719

"This culture is nurturing and caring": An ethnographic account of a campus climate from the perspective of African-American students.
Blue, Loris A.

"This culture is nurturing and caring": An ethnographic account of a campus climate from the perspective of African-American students. - 197 p.

Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3574.

Thesis (Ed.D.)--Oregon State University, 2004.

Different racial/ethnic groups often perceive the realities of the campus environment differently: This difference in perspective and the attendant reactions can be a factor in student satisfaction or dissatisfaction. A quantitative survey administered in 1996 and 1999 revealed that African-American students on the campus of a diverse two-year community college were less satisfied with aspects of the campus climate than other student groups. This study responded to those findings. The purpose of this study was to discover how African-American students perceive and describe their experiences on that campus. The researcher sought to discover the sectors of the campus environment that contributed to their satisfaction or dissatisfaction.Subjects--Topical Terms:

1018008
Education, Community College.

"This culture is nurturing and caring": An ethnographic account of a campus climate from the perspective of African-American students.
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245 1 0 $a "This culture is nurturing and caring": An ethnographic account of a campus climate from the perspective of African-American students.
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500 $a Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3574.
500 $a Adviser: Larry D. Roper.
502 $a Thesis (Ed.D.)--Oregon State University, 2004.
520 $a Different racial/ethnic groups often perceive the realities of the campus environment differently: This difference in perspective and the attendant reactions can be a factor in student satisfaction or dissatisfaction. A quantitative survey administered in 1996 and 1999 revealed that African-American students on the campus of a diverse two-year community college were less satisfied with aspects of the campus climate than other student groups. This study responded to those findings. The purpose of this study was to discover how African-American students perceive and describe their experiences on that campus. The researcher sought to discover the sectors of the campus environment that contributed to their satisfaction or dissatisfaction.
520 $a The qualitative research paradigm provided the framework for this study. Data was collected from six African-American students utilizing multiple, open-ended, individual interviews, a focus group, and a campus audit. The sample was small and purposefully selected in accordance with the purpose of the study. The individual interviews were spaced from three to seven days apart, which facilitated them placing their experiences in the context of their life histories.
520 $a The analysis of the data revealed that although the informants recounted some experiences that made them feel disconnected from the campus, their predominant perception of the campus climate was that it was caring and nurturing. The informants shared experiences that were consistent with the literature on commuter students and retention. Primarily, their transactions with faculty members shaped their perceptions and made their educational experiences meaningful. They perceived the faculty as authentic and available to them. Consequently, they utilized them as informal mentors, friends, and confidantes. Such an environment allowed these students to be fully present as learners.
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