Show simple item record

dc.contributor.authorScott, Miraca Joann
dc.date2022
dc.date.accessioned2022-08-09T12:25:20Z
dc.date.available2022-08-09T12:25:20Z
dc.identifier.urihttp://hdl.handle.net/10898/13646
dc.description.abstractDespite decades of institutional efforts to mitigate African American college student first-year attrition, this population continues to have the lowest graduation rates compared to other races and ethnicities (National Center for Education Statistics, 2021). Historically, the collegiate first and fourth years have received more attention from student success researchers due to their direct connection to institutional enrollment and graduation rates (Gahagan & Hunter, 2006); however, more recent research has indicated that the collegiate sophomore year poses the most significant threat to student retention and graduation rates (Perez, 2020). This qualitative study explored how racial-cultural identity salience, culture-specific coping behaviors, and motivation influenced how Afrocentric African American college students avoided college departure to persist to junior year successfully. Framed within an Afrocentric theoretical framework, a phenomenological narrative methodology was employed to assess students’ perceptions of which coping behaviors and motivational factors helped them overcome challenges experienced during their sophomore year at a southern public, four-year predominantly white institution. Six participants were recruited using criterion and snowball sampling techniques. Data analysis revealed 22 subthemes which were consolidated into six emergent themes: 1) Achievement-oriented Motivation, 2) Soundproofing, 3) Centripetal Autonomy, 4) Centripetal Grouping, 5) Self-Care, and 6) Self-Monitoring. Findings suggest an inextricable link between Black sophomores’ need for intraracial connection, the salience of their racial and cultural identity as African American or Black, and their community-centered motivations for persevering during their sophomore year. Implications for practice include establishing wrap-around support for African American sophomore students, championing and amplifying Black sophomore voices, and integrating culturally-aligned theory into higher education policy. For a representative body of literature, researchers are encouraged to abandon using theoretical models that embody Euro-American values when studying Black students. Implications of this study suggest future studies should be positioned using an Afrocentric theoretical framework to illuminate the needs of African American students.
dc.publisherMercer University
dc.subjectHigher education administration
dc.subjectAfrican American studies
dc.subjectHigher education
dc.subjectAfrican American student persistence
dc.subjectTift College of Education
dc.subjectAfricultural coping
dc.subjectBlack sophomore persistence
dc.subjectBlack student motivation
dc.subjectCOVID-19
dc.subjectTrump presidency
dc.titlePersistence as Resistance: A Phenomenological Narrative Analysis of the Africultural Coping and Motivational Strategies of African American College Students
dc.typedissertationen_US
dc.date.updated2022-08-01T16:06:57Z
dc.language.rfc3066en
refterms.dateFOA2022-08-09T12:25:20Z
dc.contributor.departmentTift College of Education
dc.description.advisorBoggs, Olivia M.
dc.description.committeeIsaac, Carol A.
dc.description.committeeBooker, Ansley
dc.description.degreeD.Phil.


Files in this item

Thumbnail
Name:
Scott_mercer_1160E_10417.pdf
Size:
2.336Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record