Date
11-2020
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Leldon Nichols
Keywords
Equity, African American Students, Efficacy, Predominately White Institutions, Professional Success
Disciplines
Education
Recommended Citation
Leigh, Annitra C., "The African American Student's Perception of Equity at Predominately White Institutions: A Phenomenological Study" (2020). Doctoral Dissertations and Projects. 2739.
https://digitalcommons.liberty.edu/doctoral/2739
Abstract
This phenomenological qualitative study aimed to describe the perceptions of equity among African American graduates of Virginia predominately white institutions. Participants included 12 African American male and female student graduates who attended predominately white institutions in Virginia as full-time campus students. The theories that guided this study are Bandura’s social learning theory and the theory of self-efficacy as they focus on retention and motivation and the influence on one’s surroundings. Data sources included open-ended questionnaires, interviews, and a focus group. Data analysis followed the phenomenological method of listing and grouping, reduction and elimination, clustering, validation, and textural description of participants. Data were analyzed via initial and pattern coding to explore themes, and the researcher also implemented ongoing memoing of data. Six themes were present in this study: Campus Climate and Relationships, Social and Academic Obstacles, Multiculturalism, Access to Resources Promoting Diversity, Opportunities for Success and Inclusion in the Classroom, and Current Impact of Attending a Predominately White Institution.
