The in-class and out-of-class experiences of African American undergraduates at a predominantly white midwestern university : a phenomenological investigation

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dc.contributor.advisor Mulvihill, Thalia M., 1963- en_US
dc.contributor.author Chisholm, Mervin E. en_US
dc.coverage.spatial n-us--- en_US
dc.date.accessioned 2011-06-03T19:24:10Z
dc.date.available 2011-06-03T19:24:10Z
dc.date.created 2007 en_US
dc.date.issued 2007
dc.identifier LD2489.Z64 2007 .C49 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/175517
dc.description.abstract The purpose of this phenomenological research study was to investigate the in-class and out-of-class experiences of undergraduate African American traditional-aged college students who were on a "success" path at a predominantly White campus in the Midwestern USA. It provided the opportunity for the voices of the participants to be heard. Purposive and snowball sampling were used to identify thirteen research participants. A semi-structured interview format enabling conversational interview was used.Findings suggested that the students' experiences were multifaceted and multilayered. They had to contend with racial microaggressions and verbal abuse. This called on their resilience occasioning the expending of psychic energy and extending of the self to cope. The experience of racism clearly suggested that the educational environment was not totally welcoming and supportive of African Americans as, These experiences consisted of discrimination, stereotyping, verbal assaults, and treatment that suggested that the African Americans had major deficits as persons. In the second place, the students described experiences in which they defied the odds. Hence surviving and thriving became an apt metaphor that captured the contours of the experience. Respondents described the importance of investing in the Black community, utilizing the networking opportunities, fellowshipping with friends, family and faculty, and developing disciplined approaches to life as important in the quest to survive and to thrive. In the third place, they also described college as a place where their lives were sculpted, and where they were sculpted for life. This theme was expanded through descriptions depicting college as a place that allowed for the defining, refining, and redefining of the self. They also encountered and came to value diversity, benefited from immersive learning and were challenged to balance and to learn to manage their lives as efficient stewards.The finding that elevated the use of Black community organizations and networking opportunities as counter and recuperative spaces and particularly the importance of body pedagogy in those spaces has value for ongoing research. Further, in negotiating college students had to balance their lives, employing folk wisdom or practical intelligences developed from their socialization in their families and the Black community. en_US
dc.description.sponsorship Department of Educational Studies
dc.format.extent xviii, 305 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh African American college students. en_US
dc.subject.lcsh African American college students -- Social conditions. en_US
dc.title The in-class and out-of-class experiences of African American undergraduates at a predominantly white midwestern university : a phenomenological investigation en_US
dc.title.alternative In class and out of class experiences of African American undergraduates at a predominantly white midwestern university en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1369915 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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