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Allison S. Prasad's Dissertation.pdf (995.22 KB)

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Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution

Prasad , Allison S.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1397667313

Abstract Details

2014, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Student populations at institutions of higher education across the United States are becoming increasingly diverse with more women, students of color, and students from low-income families enrolling in colleges and universities. Many of these students will be the first in their families to pursue and possibly obtain a college degree (Pascarella, Pierson, Wolniak, & Terenzini, 2004; Reid & Moore, 2008; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996; Vega & Moore 2012). According to Strayhorn (2008a), 75% of African American students attend predominately white institutions (PWIs). However, their attrition rates remain higher than whites and other ethnic minority college students (D'Augelli & Hershberger, 1993; Loo & Rolison, 1986). Therefore, it is important that research be conducted on first-generation African American students at predominately white institutions. The purpose of this research study was to critically analyze the academic and social experiences of first-generation African American students and their sense of belonging at a predominately white institution in the Midwestern region of the United States. A qualitative research design was employed that utilized one-on-one interviews in order to better understand the lived experiences of these college students. Additionally, critical race theory (CRT) was utilized as the theoretical framework, with specific emphasis on the tenet of counter-storytelling and narratives as a way to understand how race and racism impacted the experiences of first-generation African American students at a predominately white institution. In addition, critical race methodology particularly its attention to race and racism was utilized as a methodological approach for this research study. The following seven themes emerged from the data: (a) pre-collegiate academic and social experiences, (b) academic preparation in high school, (c) academic experiences/academic sense of belonging, (d) social experiences/social sense of belonging, (e) campus climate, (f) importance of financial aid, and (g) college as a way out. The findings revealed that racism and racial microaggressions within the campus climate negatively affected students' academic and social experiences and their sense belonging at a predominately white institution. Pre-collegiate and collegiate factors such as academic preparation, financial aid, and the opportunity to attend college both positively and negatively impacted the students' academic and social experiences and feelings of belonging.
Valerie Kinloch, Dr. (Advisor)
264 p.
African Americans; Education; Higher Education
First-Generation; African American; Predominately White Institution; Academic Experiences; Social Experiences; Academic Sense of Belonging; Social Sense of Belonging; Critical Race Theory; Counter-Storytelling and Narratives; and Critical Race Methodology

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Citations

  • Prasad , A. S. (2014). Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397667313

    APA Style (7th edition)

  • Prasad , Allison. Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution . 2014. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1397667313.

    MLA Style (8th edition)

  • Prasad , Allison. "Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution ." Doctoral dissertation, Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397667313

    Chicago Manual of Style (17th edition)

osu1397667313
286
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This open access ETD is published by The Ohio State University and OhioLINK.