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Perceptions of Male Urban College St...

Hernandez, David.

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Perceptions of Male Urban College Students of Color: Police, Policing, and the Impact on Their Educational Experiences.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions of Male Urban College Students of Color: Police, Policing, and the Impact on Their Educational Experiences./
作者:	Hernandez, David.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	240 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10685561
ISBN:	9780355533927

Perceptions of Male Urban College Students of Color: Police, Policing, and the Impact on Their Educational Experiences.
Hernandez, David.

Perceptions of Male Urban College Students of Color: Police, Policing, and the Impact on Their Educational Experiences. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 240 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--The University of Texas at San Antonio, 2017.

This study captures the educational stories of six male students of color living in a mid-size urban city in New York State. Their lived experiences provide counter-stories contradicting the belief that students of color have a greater propensity for criminal conduct due to a lack interest in educational achievement resulting in their involvement in the criminal justice system. It gives voice to their lived experiences in an effort to speak out against the racial discrimination they experienced and/or witnessed at the hands of those charged with protecting them, the police.

ISBN: 9780355533927Subjects--Topical Terms:

2191387
Education policy.

Perceptions of Male Urban College Students of Color: Police, Policing, and the Impact on Their Educational Experiences.
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520 $a Utilizing a qualitative research design (Creswell, 2007, 2014; Merriam & Tisdell, 2016; Stake, 2006) consisting of a multiple case study methodology (Saldana, 2016; Stake, 2006; Saldana, 2016; Seidman, 2012) and an educational-life history (Cole & Knowles, 2001; Goodson & Gill, 2001; Hatch & Wisniewski, 1995) approach, the stories of these six students were analyzed through a critical race theoretical lens (Bell, Delgado, & Stefancic, 2005; Delgado & Stefancic, 2000). This analysis helped identify four common themes emanating from their educational experiences. These themes are: systems of support, neighborhood construct, police in schools: friends or foes, and resilience capital. These thematic threads encapsulate the lived experiences of the participants providing for several significant findings.
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