Dissertation
College Access, Racial Identity and Resilience: Narratives of Inner-City Black Male College Students on High School Experiences
Public Deposited- Abstract
- This qualitative study aimed to analyze the experiences of inner-city Black males on post-secondary academic access, racial identity and resilience. This phenomenological study included 10 Black male participants who matriculated from the Jersey City Public School system and are currently enrolled in a 4-year university in Jersey City. All participants graduated from the five public high schools in Jersey City that do not require test scores for admission. Data were collected through recorded interviews, both in-person and via the Zoom platform, and transcribed and analyzed through open-coding. Public documents regarding punishment and discipline were also analyzed for their alignment with participant perspectives. The study analyzed three aggregate groupings of conditions that each participant shared personal experiences: structural, social, and associative. The major themes that emerged were structural negativity with a sub-theme of institutional obstacles, familial and social capital, and use of racial identity. These themes are supported by the literature represented by Garmezy’s (1991) Resilience Theory, Bourdieu’s (2002) and Coleman’s (1998) Social Capital Theory, and Yosso’s (2005) Community Cultural Wealth Model. The application of the findings could provide critical factors that school districts could consider refocusing efforts and incorporate students’ experiences into curriculum, pedagogy, and disciplinary structures.
- Last modified
- 11/19/2024
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