A Phenomenological Investigation of Student Achievement: Perceptions of Academic Success as Told by Single African American and Hispanic Mothers

Autor/in	Stewart, Shawn M.
Titel	A Phenomenological Investigation of Student Achievement: Perceptions of Academic Success as Told by Single African American and Hispanic Mothers
Quelle	(2010), (130 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-1058-6
Schlagwörter	Hochschulschrift; Dissertation; African American Children; Research Design; Socioeconomic Status; Investigations; Mothers; Academic Achievement; Counties; Educational Background; Phenomenology; Minority Groups; Public Schools; Elementary Schools; Data Analysis; Interviews; Hispanic American Students; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Forschungsdesign; Socio-economic status; Sozioökonomischer Status; Untersuchung; Mother; Mutter; Schulleistung; Vorbildung; Phenomenological psychology; Phänomenologie; Psychologie; Ethnische Minderheit; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Auswertung; Interviewing; Interviewtechnik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	A number of factors seem to contribute to low student achievement in the organization of education. Some of these factors exist prior to children reaching school age. It seems as though a vast quantity of minority students struggle academically. Research supports the belief that socioeconomic status, ethnicity, and single-parent families have an alarming affect on academic performance (Hale, 2004, "How schools shortchange African American children?"). This qualitative study examines the lived experiences of six African American and Hispanic single mothers ranging in age, socioeconomic status, and educational background. African American and Hispanic single mothers resided in a county in southeastern Georgia. The students in this study attend various public schools in the county. This study's intent was to recognize strategies single-minority mothers employ to raise academically successful students in elementary school. This study is primarily based on Husserl's phenomenological approach, which originated in 1931, and Moustakas' interpretation of phenomenological research, which emerged in 1994, according to Creswell (2003, "Research Design: Qualitative, Quantitative, and Mixed-Methods Approaches"). The data were collected through unstructured interviews and transcribed in textural and structural descriptions. Descriptive narratives from each participant are presented. Several themes became evident based on the data. The themes found in the study were (a) structured daily routines, (b) interests expressed in child's studies, and (c) high expectations. Each theme represented the lived experience of the single mothers. This study can be used as a source of information for future investigations regarding student achievement in middle school as well as high school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10