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Motivational factors that influence African American students' decisions to pursue higher education

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TitleInfo
Title
Motivational factors that influence African American students' decisions to pursue higher education
SubTitle
an exploratory study
Name (type = personal)
NamePart (type = family)
Crawford
NamePart (type = given)
Angeline S.
NamePart (type = date)
1984-
DisplayForm
Angeline S. Crawford
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Boyd-Franklin
NamePart (type = given)
Nancy
DisplayForm
Nancy Boyd-Franklin
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (qualifier = exact)
2016
DateOther (qualifier = exact); (type = degree)
2016-01
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2016
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
In the last fifty years, the number of African Americans pursuing a four year college education has significantly increased (U.S. Department of Education, 2012a). When higher education participation rates include two and four year institutions, the enrollment rates for Black students are even more noteworthy. Despite this progress, the rates of college and university enrollment among African Americans are lower than other racial and ethnic groups in the United States (U.S. Department of Education, 2014). This disparity has resulted in concerns that existing supports and/or programs in earlier grades, at home, and in communities are not as effective at encouraging more of these students to pursue higher education. Understanding the factors which motivate African American youth will help enable all systems in their lives to adopt strategies and policies directed at reducing disparities and continuing increases in enrollment. This study, expanding upon research investigating academic resiliency in this population, examined the factors that motivated currently enrolled Black college students’ decisions to pursue higher education. A grounded theory approach of qualitative methodology was used to analyze interviews of ten subjects (Corbin & Strauss, 2008). The study’s findings indicated several themes arising from multiple levels of support resulting in students’ decisions to pursue higher education, such as the influence of parents and other family members; positive high school environments in which teachers and other staff members encouraged students to go to college; peers similarly engaged in the process of furthering their education; and involvement in organizations promoting academic achievement through, in some instances, mentoring programs. Additional themes explored included the communication of the message from family members and school personnel that college was an expectation, and the value of personal characteristics such as self-motivation/self–determination. Implications for future research, and relevant information for high schools, teachers, counselors, school psychologists, parents and families, students and community organizations were also discussed.
Subject (authority = RUETD)
Topic
School Psychology
Subject (authority = ETD-LCSH)
Topic
African Americans--Education (Higher)
Subject (authority = ETD-LCSH)
Topic
College attendance--United States
Subject (authority = ETD-LCSH)
Topic
Motivation in education
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_6900
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (ix, 102 p.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Angeline S. Crawford
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T32R3TQS
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Crawford
GivenName
Angeline
MiddleName
S.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-12-09 11:20:58
AssociatedEntity
Name
Angeline Crawford
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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