Department of Educational Administration
Date of this Version
Fall 11-9-2015
Citation
Price, Vanntaccale, University of Nebraska-Lincoln, November 2015
Abstract
This phenomenological research study was conducted to better understand the experiences of successful African American females in a high school setting and to draw implications for learning related to their perceptions of success in school. The study describes African American female students’ perceptions of factors that influence their achievement in school. Participants included six African American female students attending high school in the Midwest. Data was gathered from student interviews, parent/guardian questionnaires, informal observations, and student visual displays. From the analysis of the aforementioned data several themes emerged which include the importance of the students’ family and teachers to their academic success, their desire to bring honor and achieve at a level never before reached by their family, their desire to dispel the stereotypes and assumptions made about black females and not wanting to struggle in the manner noted in their current environment when they are older.
Advisor: Jody Isernhagen
Included in
Elementary and Middle and Secondary Education Administration Commons, Teacher Education and Professional Development Commons, Urban Education Commons
Comments
A Dissertation Presented to the Faculty of The Graduate College of the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education, Major: Educational Administration (UNL-UNO), Under the Supervision of Professor Jody Isernhagen. Lincoln, Nebraska: October, 2015
Copyright (c) 2015 Vanntaccale Price