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The successful black male student-at...

Price, Raphael Levon.

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The successful black male student-athlete: A qualitative study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The successful black male student-athlete: A qualitative study./
作者:	Price, Raphael Levon.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	160 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	Higher education administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258108
ISBN:	9781369632965

The successful black male student-athlete: A qualitative study.
Price, Raphael Levon.

The successful black male student-athlete: A qualitative study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 160 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--Oakland University, 2017.

In recent years, researchers have noted disparate academic achievement outcomes among different ethnic groups in higher education. The complexity of this phenomenon is, arguably, nowhere more pronounced than among Black male students/student-athletes (BMSA) at Division-I Predominantly White Institutions. A central aspect of the research on BMSAs includes the tendency of researchers to examine the issue from a deficit framework highlighting individual and/or social- ecological causes. This study facilitated a fresh, new direction on the topic of BMSA academic achievement in higher education by focusing on the determinants of academic success for ten highly successful Black male former student-athletes at several Division-I Predominantly White Institutions from the Midwest to the East Coast.

ISBN: 9781369632965Subjects--Topical Terms:

2122863
Higher education administration.

The successful black male student-athlete: A qualitative study.
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245 1 4 $a The successful black male student-athlete: A qualitative study.
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500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Julia B. Smith.
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520 $a In recent years, researchers have noted disparate academic achievement outcomes among different ethnic groups in higher education. The complexity of this phenomenon is, arguably, nowhere more pronounced than among Black male students/student-athletes (BMSA) at Division-I Predominantly White Institutions. A central aspect of the research on BMSAs includes the tendency of researchers to examine the issue from a deficit framework highlighting individual and/or social- ecological causes. This study facilitated a fresh, new direction on the topic of BMSA academic achievement in higher education by focusing on the determinants of academic success for ten highly successful Black male former student-athletes at several Division-I Predominantly White Institutions from the Midwest to the East Coast.
520 $a This study used phenomenological semi-structured interview-based methods to explore the determinants of academic success for ten Black male former student-athletes at Division-I Predominantly White Institutions. Bandura's theory of self-efficacy provided a theoretical framework for investigating the following research question: What are the determinants of academic success for Black male student-athletes at Division-I Predominantly White Institutions? Sub-questions that guided the study included: 1) can academic self-efficacy be nurtured in college if the BMSA is lacking this determinant prior to college? 2) How can a BMSA's academic self-efficacy be cultivated in college?
520 $a Through the participant's descriptions about their academic, athletic, and social experiences from secondary school through higher education, this study found seven salient determinants of their academic success: personal work ethic, mentoring, role modeling, consanguineous support, personal goals, peer influence, and academic support. The results of this study included salient implications and directions for researchers, faculty, athletic/college administrators, and all individuals who impact the academic and social experiences of BMSAs at Division I Predominantly White Institutions. Ultimately, this study enriched the narrative about BMSAs in higher education with practical suggestions for improving their academic outcomes as well as those of all students advancing toward degrees in the twenty-first century.
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