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"Learning to Accept that Foster Care Did Not Define Me": The College-Going Experiences of Black College Students with Foster Care Backgrounds
"Learning to Accept that Foster Care Did Not Define Me": The College-Going Experiences of Black College Students with Foster Care Backgrounds
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153020
- ISBN
- 9798384480648
- DDC
- 378
- 서명/저자
- Learning to Accept that Foster Care Did Not Define Me: The College-Going Experiences of Black College Students with Foster Care Backgrounds
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 291 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
- 주기사항
- Advisor: Burt, Brian A.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 요약Higher education (i.e., colleges and universities) institutions must have a thorough understanding of the college-going process for potential students to be successful in their enrollment, retention, and graduation efforts. The college-going process often consists of deciding to pursue higher education, choosing an institution, and selecting a major. Although there is considerable information about the college-going and academic major choice processes for students within the majority, existing literature illuminates persistent obstacles for underrepresented students at the margins of higher education (Hines et al., 2019). More specifically, little is known about the college-going experiences of Black college students who were previously in foster care (Johnson, 2019). This qualitative study employs Chapman and colleagues' (2020) conceptual model of African American college choice and hermeneutic phenomenological approaches. Together these concepts not only emphasize "choice" but also consider student choices and experiences, contingent on cultural and racial aspects. In addition, the model and methodology interrogated the racial tensions that have historically been perpetuated toward Black and brown bodies in the child welfare and higher education system. It addresses the question, What factors do Black college students formerly in foster care consider when deciding to go to college, selecting an institution, and choosing an academic major? The findings of this study offer several contributions to various stakeholders (e.g., teachers, social workers, college admissions staff, faculty) and systems (e.g., child welfare, K-12, higher education institutions) in supplying implications and recommendations of practice to support degree-seeking Black foster care youth.
- 일반주제명
- Higher education
- 일반주제명
- Education
- 일반주제명
- Black studies
- 일반주제명
- Educational leadership
- 키워드
- College choices
- 키워드
- College-going
- 키워드
- Foster care
- 기타저자
- The University of Wisconsin - Madison Ed Leadership & Policy Analysis
- 기본자료저록
- Dissertations Abstracts International. 86-04A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■007cr#unu||||||||
■020 ▼a9798384480648
■035 ▼a(MiAaPQ)AAI31631875
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aStone, Blayne D., Jr.
■24510▼a"Learning to Accept that Foster Care Did Not Define Me": The College-Going Experiences of Black College Students with Foster Care Backgrounds
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a291 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-04, Section: A.
■500 ▼aAdvisor: Burt, Brian A.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aHigher education (i.e., colleges and universities) institutions must have a thorough understanding of the college-going process for potential students to be successful in their enrollment, retention, and graduation efforts. The college-going process often consists of deciding to pursue higher education, choosing an institution, and selecting a major. Although there is considerable information about the college-going and academic major choice processes for students within the majority, existing literature illuminates persistent obstacles for underrepresented students at the margins of higher education (Hines et al., 2019). More specifically, little is known about the college-going experiences of Black college students who were previously in foster care (Johnson, 2019). This qualitative study employs Chapman and colleagues' (2020) conceptual model of African American college choice and hermeneutic phenomenological approaches. Together these concepts not only emphasize "choice" but also consider student choices and experiences, contingent on cultural and racial aspects. In addition, the model and methodology interrogated the racial tensions that have historically been perpetuated toward Black and brown bodies in the child welfare and higher education system. It addresses the question, What factors do Black college students formerly in foster care consider when deciding to go to college, selecting an institution, and choosing an academic major? The findings of this study offer several contributions to various stakeholders (e.g., teachers, social workers, college admissions staff, faculty) and systems (e.g., child welfare, K-12, higher education institutions) in supplying implications and recommendations of practice to support degree-seeking Black foster care youth.
■590 ▼aSchool code: 0262.
■650 4▼aHigher education
■650 4▼aEducation
■650 4▼aBlack studies
■650 4▼aIndividual & family studies
■650 4▼aEducational leadership
■653 ▼aAcademic major choice
■653 ▼aBlack foster care
■653 ▼aCollege choices
■653 ▼aCollege-going
■653 ▼aFoster care
■653 ▼aInstitutional choice
■690 ▼a0745
■690 ▼a0515
■690 ▼a0325
■690 ▼a0449
■690 ▼a0628
■71020▼aThe University of Wisconsin - Madison▼bEd Leadership & Policy Analysis.
■7730 ▼tDissertations Abstracts International▼g86-04A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164591▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
