"We Are Black Excellence": The Experiences of Academically Gifted African American Men at Historically Black Colleges and Universities

Autor/in	Solomon, Jonathan W.
Titel	"We Are Black Excellence": The Experiences of Academically Gifted African American Men at Historically Black Colleges and Universities
Quelle	(2022), (186 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-6682-7
Schlagwörter	Hochschulschrift; Dissertation; Student Experience; Academically Gifted; Males; African American Students; Black Colleges; Barriers; Academic Persistence; School Holding Power; College Role; Identification (Psychology); Student Attitudes; Self Concept; Family Influence; College Environment; Teacher Student Relationship; Mental Health + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienerfahrung; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Selbstkonzept; Hochschulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Psychohygiene
Abstract	Exploring the lived experiences of academically gifted African American men at historically Black colleges and universities (HBCUs) can lead to a better understanding of the institutional barriers this student population endures, the successes related to their journey, the factors that aid in their retention and persistence, and how institutions can better serve these students. The purpose of the study is to understand how academically gifted African American men enrolled at historically Black colleges and universities understand their experiences during their path to degree completion. This qualitative research study focused on the experiences of academically gifted African American men at historically Black colleges and universities (HBCUs) through a narrative lens. Tinto's (1993) Student Integration Model, Whiting's (2006b) Scholar Identity Model, Delgado and Stefancic's (2001) Critical Race Theory, and Cross and Fhagen-Smith's (2001) Model of Black Identity Development provided the foundation to understand the experiences of the participants. The 13 African American male participants represented large, small, public, and private HBCUs. The major themes for this study were students' perceptions of HBCUs, gifted identity, self-perceptions, family influence and support, fostering a sense of campus community, relationships with faculty and staff, and mental health challenges. Participants shared many experiences that connected to one of the mentioned themes that were defining aspects of their college journey. This study provides a robust discussion with recommendations and implications for higher education. [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	2024/1/01