서브메뉴
검색
A Critical Narrative Exploration of Undergraduate Black Men's Experiences With Gendered Racism and Interactions With Student Affairs Staff Members
A Critical Narrative Exploration of Undergraduate Black Men's Experiences With Gendered Racism and Interactions With Student Affairs Staff Members
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153018
- ISBN
- 9798384046028
- DDC
- 378
- 저자명
- Haley, Jarett D.
- 서명/저자
- A Critical Narrative Exploration of Undergraduate Black Mens Experiences With Gendered Racism and Interactions With Student Affairs Staff Members
- 발행사항
- [Sl] : University of Michigan, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 255 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Perez, Rosemary J.
- 학위논문주기
- Thesis (Ph.D.)--University of Michigan, 2024.
- 초록/해제
- 요약Much of the prior literature on Black men's persistence at predominately white institutions (PWIs) focuses on the various barriers (i.e., underrepresentation, anti-Black men discrimination) they encounter that negatively impact their degree completion efforts, as well as how these men use strategies, personal strengths, and resources to navigate these barriers (Allen, 2018; Brezinski et al., 2018; Brooms & Druery, 2023; Burt et al., 2018b). Less attention has been given to the role that higher education institutions, through college student affairs staff, can play in supporting and hindering Black men's persistence toward degree completion. The studies that have explored Black men's relationships with staff members suggest that these interactions can have positive effects on Black men's persistence. However, these studies have largely examined these interactions indirectly by either examining Black men's interactions with staff, along with faculty and/or peers or by studying the experiences of Black men who participate in targeted college support programs (i.e., Black men initiative programs) often organized by staff members (Palmer & Gasman; 2008; Strayhorn, 2008; Brooms, 2016). Thus, the purpose of this qualitative study was to directly explore Black men's interactions with student affairs staff members to begin to get a clearer sense of if, and how, these interactions may support or hinder Black men's persistence.This study was guided by critical constructivism (Kincheloe, 2005) and narrative inquiry (Clandinin & Caine, 2008). It was also informed by validation theory (Rendon, 1994), sense of belonging (Strayhorn, 2012), Community Cultural Wealth (Yosso, 2005), and Black misandry (Smith et al., 2007). I specifically conducted semi-structured conventional and photo elicitation (Glaw et al., 2017) interviews with undergraduate Black men to answer the following questions: 1. How do Black men make meaning of their experiences with gendered racism?2. How do Black men make meaning of their interactions with student affairs staff members as they navigate gendered racism?Data sources included two interviews with students (one conventional and one photo-elicitation). Student data was enhanced by one conventional, informational interview with student affairs staff members recommended by students for the purpose of providing context. My analysis of student interviews highlights how Black men may not be receiving adequate support from student affairs staff to navigate gendered racism at PWIs. These findings also suggest that some staff members may be doing more harm than good towards Black men's navigation of gendered racism at these institutions. While a few students were able to identify validating (Rendon, 1994; Yosso, 2005) and/or supportive (Strayhorn, 2012) staff members, the men largely perceived their interactions with staff to be invalidating (Rendon, 1994; Yosso, 2005) and unsupportive (Strayhorn, 2012). Specifically, the men mostly described interactions with staff members who were dismissive towards them and their needs, unavailable for them when needed, and in some instances discriminatory. This study ends with implications for research, practice, and policy.
- 일반주제명
- Higher education
- 일반주제명
- Educational sociology
- 일반주제명
- Black studies
- 일반주제명
- Ethnic studies
- 키워드
- College students
- 키워드
- Black men
- 키워드
- Interactions
- 키워드
- Gendered racism
- 기타저자
- University of Michigan Higher Education
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017164572
■00520250211153018
■006m o d
■007cr#unu||||||||
■020 ▼a9798384046028
■035 ▼a(MiAaPQ)AAI31631554
■035 ▼a(MiAaPQ)umichrackham005687
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aHaley, Jarett D.
■24512▼aA Critical Narrative Exploration of Undergraduate Black Men's Experiences With Gendered Racism and Interactions With Student Affairs Staff Members
■260 ▼a[Sl]▼bUniversity of Michigan▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a255 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Perez, Rosemary J.
■5021 ▼aThesis (Ph.D.)--University of Michigan, 2024.
■520 ▼aMuch of the prior literature on Black men's persistence at predominately white institutions (PWIs) focuses on the various barriers (i.e., underrepresentation, anti-Black men discrimination) they encounter that negatively impact their degree completion efforts, as well as how these men use strategies, personal strengths, and resources to navigate these barriers (Allen, 2018; Brezinski et al., 2018; Brooms & Druery, 2023; Burt et al., 2018b). Less attention has been given to the role that higher education institutions, through college student affairs staff, can play in supporting and hindering Black men's persistence toward degree completion. The studies that have explored Black men's relationships with staff members suggest that these interactions can have positive effects on Black men's persistence. However, these studies have largely examined these interactions indirectly by either examining Black men's interactions with staff, along with faculty and/or peers or by studying the experiences of Black men who participate in targeted college support programs (i.e., Black men initiative programs) often organized by staff members (Palmer & Gasman; 2008; Strayhorn, 2008; Brooms, 2016). Thus, the purpose of this qualitative study was to directly explore Black men's interactions with student affairs staff members to begin to get a clearer sense of if, and how, these interactions may support or hinder Black men's persistence.This study was guided by critical constructivism (Kincheloe, 2005) and narrative inquiry (Clandinin & Caine, 2008). It was also informed by validation theory (Rendon, 1994), sense of belonging (Strayhorn, 2012), Community Cultural Wealth (Yosso, 2005), and Black misandry (Smith et al., 2007). I specifically conducted semi-structured conventional and photo elicitation (Glaw et al., 2017) interviews with undergraduate Black men to answer the following questions: 1. How do Black men make meaning of their experiences with gendered racism?2. How do Black men make meaning of their interactions with student affairs staff members as they navigate gendered racism?Data sources included two interviews with students (one conventional and one photo-elicitation). Student data was enhanced by one conventional, informational interview with student affairs staff members recommended by students for the purpose of providing context. My analysis of student interviews highlights how Black men may not be receiving adequate support from student affairs staff to navigate gendered racism at PWIs. These findings also suggest that some staff members may be doing more harm than good towards Black men's navigation of gendered racism at these institutions. While a few students were able to identify validating (Rendon, 1994; Yosso, 2005) and/or supportive (Strayhorn, 2012) staff members, the men largely perceived their interactions with staff to be invalidating (Rendon, 1994; Yosso, 2005) and unsupportive (Strayhorn, 2012). Specifically, the men mostly described interactions with staff members who were dismissive towards them and their needs, unavailable for them when needed, and in some instances discriminatory. This study ends with implications for research, practice, and policy.
■590 ▼aSchool code: 0127.
■650 4▼aHigher education
■650 4▼aHigher education administration
■650 4▼aEducational sociology
■650 4▼aBlack studies
■650 4▼aEthnic studies
■653 ▼aCollege students
■653 ▼aBlack men
■653 ▼aStudent affairs staff members
■653 ▼aInteractions
■653 ▼aGendered racism
■690 ▼a0745
■690 ▼a0446
■690 ▼a0631
■690 ▼a0325
■690 ▼a0340
■71020▼aUniversity of Michigan▼bHigher Education.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0127
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164572▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
