東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Degree Perseverance Among African Am...

McCall, Joyce Marie.

FindBook

Google Book

Amazon

博客來

Degree Perseverance Among African Americans Transitioning from Historically Black Colleges and Universities (HBCUs) to Predominantly White Institution (PWIs).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Degree Perseverance Among African Americans Transitioning from Historically Black Colleges and Universities (HBCUs) to Predominantly White Institution (PWIs)./
作者:	McCall, Joyce Marie.
面頁冊數:	341 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3702142
ISBN:	9781321732689

Degree Perseverance Among African Americans Transitioning from Historically Black Colleges and Universities (HBCUs) to Predominantly White Institution (PWIs).
McCall, Joyce Marie.

Degree Perseverance Among African Americans Transitioning from Historically Black Colleges and Universities (HBCUs) to Predominantly White Institution (PWIs). - 341 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2015.

This study investigates degree perseverance among African Americans who transitioned from an undergraduate music program at a Historically Black College and University (HBCU) to a Predominantly White Institution (PWI). A framework based on Bourdieu's cultural capital theory and Yosso's community cultural wealth theory was employed to examine how academic, cultural, and social aspects of participants' undergraduate and graduate school experiences influenced their perseverance. Because those aspects are intricately intertwined with race, I also employed critical race theory and double consciousness theory, and used Angela Duckworth's Grit Scale to measure degree perseverance.

ISBN: 9781321732689Subjects--Topical Terms:

3168367
Music education.

Degree Perseverance Among African Americans Transitioning from Historically Black Colleges and Universities (HBCUs) to Predominantly White Institution (PWIs).
LDR:03486nmm a2200325 4500 001 2068530
005 20160422121608.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321732689
035 $a (MiAaPQ)AAI3702142
035 $a AAI3702142
040 $a MiAaPQ $c MiAaPQ
100 1 $a McCall, Joyce Marie. $3 3183480
245 1 0 $a Degree Perseverance Among African Americans Transitioning from Historically Black Colleges and Universities (HBCUs) to Predominantly White Institution (PWIs).
300 $a 341 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Margaret E. Schmidt.
502 $a Thesis (Ph.D.)--Arizona State University, 2015.
520 $a This study investigates degree perseverance among African Americans who transitioned from an undergraduate music program at a Historically Black College and University (HBCU) to a Predominantly White Institution (PWI). A framework based on Bourdieu's cultural capital theory and Yosso's community cultural wealth theory was employed to examine how academic, cultural, and social aspects of participants' undergraduate and graduate school experiences influenced their perseverance. Because those aspects are intricately intertwined with race, I also employed critical race theory and double consciousness theory, and used Angela Duckworth's Grit Scale to measure degree perseverance.
520 $a Eight African American male instrumental music educators participated in this study. Research questions included: What are the experiences of African Americans who have transitioned from undergraduate music programs at HBCUs to graduate music programs at PWIs?; How do these individuals compare academic, social, and cultural aspects of their experiences within two institutional environments?; What are their self-perceptions of their own degree perseverance?; and, What social, cultural, and academic aspects of their experiences influenced their perseverance?
520 $a After developing a portrait of each participant's pre-college and college experiences, analysis reveled that participants were very persistent; however, academic, cultural, social, and racial experiences influenced their perseverance. Participants employed dominant cultural capital and community cultural wealth as well as their "Grittiness" to successfully transition from an HBCU to a PWI.
520 $a Recommendations for HBCUs, PWIs, and the profession are offered toward improving the experiences of African American music students in higher education. HBCUs must hold their faculty and students accountable for developing a broader musical experience beyond marching band, and address colorism on their campuses. PWIs should recognize and accept the capital that African Americans bring, acknowledge that African Americans need access to social support networks, and assess how their environments, actions, and decisions may devalue or discount African Americans. While more research is needed regarding the experiences of African Americans in music programs, African American students must also take active roles in shaping their own educational experiences by seeking assistance that will improve their experiences.
590 $a School code: 0010.
650 4 $a Music education. $3 3168367
650 4 $a Educational sociology. $3 519608
650 4 $a Educational psychology. $3 517650
690 $a 0522
690 $a 0340
690 $a 0525
710 2 $a Arizona State University. $b Music Education. $3 1677528
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0010
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3702142