PERCEPTIONS OF CLIMATE AND STUDENT-FACULTY INTERACTIONS AMONGST AFRICAN AMERICAN PERSISTERS IN A BUSINESS PROGRAM AT A PREDOMINANTLY-WHITE INSTITUTION

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Allen, M. (2017). PERCEPTIONS OF CLIMATE AND STUDENT-FACULTY INTERACTIONS AMONGST AFRICAN AMERICAN PERSISTERS IN A BUSINESS PROGRAM AT A PREDOMINANTLY-WHITE INSTITUTION. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

While representation of African American students in freshmen enrollment has improved, degree attainment of African Americans and other minority groups continue to lag behind the White and Asian American populations. Compounding the issue of lower attainment is the issue of degree major. African American students are highly concentrated in lower-paying college majors and are underrepresented in high-paying majors, including business. With the scarcity of research on African American students in a business discipline, there remains the necessity of understanding the academic success and persistence issues they encounter. Gaining a better understanding of African American students’ experiences and perceptions is vitally important for institutional agents and scholars. Using a phenomenological research method, the researcher listened to the stories of ten African American students in the business school at Southeastern University (SEU), while focusing on their experiences and perceptions of the interactions they have with business faculty members. In addition, the researcher aimed to identify how these interactions impact academic success and persistence to graduation amongst this sample population. The themes that emerged included (a) A Racially Charged Climate; (b) Business Faculty Can Be Accessible, But Not Approachable; and (c) As An African American Business Student…Where Do I Belong? The study results indicated that student interactions with faculty were viewed as essential to supporting the African American business students’ academic success and persistence.

Details
Author

Allen, Monica

Title

PERCEPTIONS OF CLIMATE AND STUDENT-FACULTY INTERACTIONS AMONGST AFRICAN AMERICAN PERSISTERS IN A BUSINESS PROGRAM AT A PREDOMINANTLY-WHITE INSTITUTION

Physical Description

1 online resource (173 pages) : PDF

Date

2017

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

While representation of African American students in freshmen enrollment has improved, degree attainment of African Americans and other minority groups continue to lag behind the White and Asian American populations. Compounding the issue of lower attainment is the issue of degree major. African American students are highly concentrated in lower-paying college majors and are underrepresented in high-paying majors, including business. With the scarcity of research on African American students in a business discipline, there remains the necessity of understanding the academic success and persistence issues they encounter. Gaining a better understanding of African American students’ experiences and perceptions is vitally important for institutional agents and scholars. Using a phenomenological research method, the researcher listened to the stories of ten African American students in the business school at Southeastern University (SEU), while focusing on their experiences and perceptions of the interactions they have with business faculty members. In addition, the researcher aimed to identify how these interactions impact academic success and persistence to graduation amongst this sample population. The themes that emerged included (a) A Racially Charged Climate; (b) Business Faculty Can Be Accessible, But Not Approachable; and (c) As An African American Business Student…Where Do I Belong? The study results indicated that student interactions with faculty were viewed as essential to supporting the African American business students’ academic success and persistence.

Genre

doctoral dissertations

Subjects--Topics

Educational leadership
Education, Higher

Degree

D.Ed.

Keywords

Academic Success
African American Students
Business Students
Climate
Persistence
Student-Faculty Interactions

Subject Area

Educational Leadership

Advisor(s)

Dika, Sandra

Committee Members

Merriweather, Lisa
Butler, Bettie
Tempest, Brett

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2017.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Allen_uncc_0694D_11505

Permalink

http://hdl.handle.net/20.500.13093/etd:1044