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I think of college as setting a good foundation for my future
Journal for Multicultural Education Pub Date : 2020-04-13 , DOI: 10.1108/jme-09-2019-0064
Erik M. Hines , Paul C. Harris , Renae D. Mayes , James L. Moore III

Little attention is given to black male experiences and decision-making process around college-going. A qualitative study (interpretive phenomenological analysis [IPA]) was conducted using a strengths-based perspective to understand the experiences of three first-generation black men college students attending a predominately white institution. Superordinate themes include perceived benefits to attending college, barriers to college admission and attendance and influential programs and supports. Recommendations for school counselors helping black males are included.,The authors used a narrative approach to illustrate the stories and experiences captured by the three young men who participated in the study. Hays and Singh (2012) suggested using a narrative approach for telling the stories of marginalized groups. IPA (Smith, 1996) was the approach used to identify superordinate themes, because the authors wanted to better understand the participants’ K-16 experiences. As a qualitative approach, IPA provides detailed examinations of personal lived experiences on its own terms rather than pre-existing theoretical preconceptions.,The participants’ accounts clustered around three superordinate themes: perceived benefits to college, barriers to college admission and attendance and influential programs and supports.,Although there are studies that provide insight on the factors that impact first-generation, black men’s success in attending college, there are few studies that have used a strengths-based perspective to investigate key experiences that lead to college enrollment. Those experiences that lead first-generation black male to attend college are pivotal and provide insight into important points of intervention and support. School counselors and other educators can use these insights to inform practices and the creation of supports for black men in their respective schools.

中文翻译:

我认为大学为我的未来奠定了良好的基础

在大学期间,很少关注黑人男性的经历和决策过程。使用基于优势的观点进行了定性研究(解释性现象学分析[IPA]),以了解三名第一代黑人大学生就读于白人为主的机构的经历。上级主题包括对上大学的感知好处,大学入学和出勤的障碍以及有影响力的计划和支持。其中包括对帮助黑人男性的学校辅导员的建议。作者使用一种叙述方法来说明参加该研究的三名年轻男子的故事和经历。Hays and Singh(2012)建议使用叙事方法来讲述边缘群体的故事。IPA(史密斯,1996年)是用于识别上级主题的方法,因为作者想更好地了解参与者的K-16经历。作为定性方法,IPA会根据自己的条件而不是预先存在的理论先入之见对个人的生活经历进行详细的检查。参与者的陈述围绕三个上级主题:对大学的感知收益,对大学录取和出勤的障碍以及有影响力的计划尽管有研究提供了影响第一代黑人男性上大学成功的因素的研究,但很少有研究使用基于优势的观点来调查导致大学入学的主要经验。那些导致第一代黑人男性上大学的经历是至关重要的,并为干预和支持的重点提供了见识。学校辅导员和其他教育工作者可以利用这些见解为各自学校中的黑人实践提供依据并提供支持。
更新日期:2020-04-13
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