The Unvoiced Barriers of African American Females Who Did Not Persist to Graduation from a Predominantly White Technical College: A Phenomenological Study
School of Education
Doctor of Philosophy
persistence, African American, female, technical college, barriers
Kinnebrew, Alisa F., "The Unvoiced Barriers of African American Females Who Did Not Persist to Graduation from a Predominantly White Technical College: A Phenomenological Study" (2023). Doctoral Dissertations and Projects. 4097.
The purpose of this qualitative transcendental phenomenological study was to describe the lived experiences of African American female past students, regarding unvoiced barriers, at Seven Hills Technical College. The theory guiding this study was Tinto’s theory on student integration. Tinto believed that a student’s academic and social interactions are indicators of whether a student will be successful. The interpretive framework utilized in this study was critical race theory. The central research question guiding this study was: What are the lived experiences of African American female past students who did not persist to graduation from a predominantly White technical college? The sample included African American female past students who did not successfully persist to graduation. Data was collected using semi-structured interviews, document analysis, and a focus group. The analysis strategy process involved Moustakas’ seven-step thematic analysis method. After an in-depth analytical review, three themes were revealed. These themes include self-improvement, unpreparedness, and identity. Overall, utilizing the qualitative transcendental phenomenological approach allowed the researcher, participants, and the audience a space to understand the lived experiences of African American female past students.