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African-American Students' Perceptions of Their Student-Teacher Relationship with White College Instructors and Academic Achievement While Enrolled in Early College High School

Womack, Monica S.
http://rave.ohiolink.edu/etdc/view?acc_num=akron1429633581

Abstract Details

2015, Doctor of Philosophy, University of Akron, Secondary Education.
The primary purpose of this qualitative study was to gain a more in-depth understanding of the student-teacher relationships and academic achievement of seven African American students who are from the millennial generation. This in-depth understanding was based on their perceptions of their student-teacher relationships with White college faculty members while they were enrolled in Early College High School. Early College High School (ECHS) is a specific type of dual enrollment program that provides the opportunity for high school students to enroll in high school and college courses and simultaneously earn their high school diploma and college credits toward an Associate Degree. Students begin their ECHS experience in the ninth grade. The seven participants in this study were all in their senior year of ECHS who had more experiences with White college faculty members at a Predominantly White Institution (PWI) than any other students in the program. Based on the analysis of the transcripts from an interview questionnaire, semi-structured interviews, classroom observations, and a focus group the emergent themes indicated that students perceived their student-teacher relationships as interactive and interpersonal, additionally they defined their personal definition of academic achievement as learning perseverance. The students felt as if their college instructors cared about them authentically which contributed to them working harder; however, caring instructors were less important than the positive self-image they believed academic achievement gave them as African Americans in society and their communities. The concept of care in this study was operationalized through Critical Race Theory, an Ethic of Care, and Womanist Caring.
Lisa Lenhart, Dr. (Advisor)
Qetler Jensrud, Dr. (Committee Member)
Jennifer Milam, Dr. (Committee Member)
John Queener, Dr. (Committee Member)
Sandra Spickard-Prettyman, Dr. (Committee Member)
214 p.
African Americans; Education; Secondary Education; Teacher Education; Teaching
African American; millennial generation; care; Critical Race Theory; Ethic of Care; Womanist; Early College High School; Dual Enrollment;

Recommended Citations

Citations

  • Womack, M. S. (2015). African-American Students' Perceptions of Their Student-Teacher Relationship with White College Instructors and Academic Achievement While Enrolled in Early College High School [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1429633581

    APA Style (7th edition)

  • Womack, Monica. African-American Students' Perceptions of Their Student-Teacher Relationship with White College Instructors and Academic Achievement While Enrolled in Early College High School. 2015. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1429633581.

    MLA Style (8th edition)

  • Womack, Monica. "African-American Students' Perceptions of Their Student-Teacher Relationship with White College Instructors and Academic Achievement While Enrolled in Early College High School." Doctoral dissertation, University of Akron, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1429633581

    Chicago Manual of Style (17th edition)

akron1429633581
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© 2015, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.