Lived experiences of nontraditional African-American female students in a community college
| dc.contributor.author | Mauney, Angela y., author | |
| dc.contributor.author | Timpson, William, advisor | |
| dc.contributor.author | Quick, Don, advisor | |
| dc.contributor.author | Austin, Miguelita, committee member | |
| dc.contributor.author | Tungate, Susan, committee member | |
| dc.date.accessioned | 2020-06-22T11:53:34Z | |
| dc.date.available | 2020-06-22T11:53:34Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | The purpose of this study was to describe the phenomenon of nontraditional African-American women's experiences in community college. This research study included the Interpretative Phenomenological Analysis (IPA) methodology, which attempts to make sense of participants' major life experiences. Ten African-American women participants had in-depth face-to-face interviews. The study examined how their experiences and educational goals were affected by jobs, families, and educational barriers. Additionally, the study explored the participants perceptions of what community colleges were doing to address their concerns. Overall, the results showed that the nontraditional African-American women participants were determined and resilient in their educational pursuits. Primarily, many of the participants had been out of the educational environment for some time and this was one of the main obstacles they had to overcome. The participants were resigned to take non-credit remedial courses at the community college for several years, before taking credit hour courses. The findings suggest that although there were some educational support systems, several of the participants were not aware of the scope of benefits available at the community college. The study's findings show the importance for nontraditional African American females to understand the support of the community college, their own family support, and the support of their faith or belief system. This study fills a gap in the literature concerning grandparents' needs in classes, online mentors, and costs of remedial classes. Work Placement Program (WPP) for Community Colleges is one program that might foster a support system which would allow students a one-hour credit the first and second year at no cost. In addition, the WPP would allow community colleges to assist nontraditional students with additional financial resources. | |
| dc.format.medium | born digital | |
| dc.format.medium | doctoral dissertations | |
| dc.identifier | Mauney_colostate_0053A_15869.pdf | |
| dc.identifier.uri | https://hdl.handle.net/10217/208520 | |
| dc.language | English | |
| dc.language.iso | eng | |
| dc.publisher | Colorado State University. Libraries | |
| dc.relation.ispartof | 2020- | |
| dc.rights | Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright. | |
| dc.subject | community college | |
| dc.subject | African-American | |
| dc.subject | nontraditional | |
| dc.title | Lived experiences of nontraditional African-American female students in a community college | |
| dc.type | Text | |
| dcterms.rights.dpla | This Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). | |
| thesis.degree.discipline | Education | |
| thesis.degree.grantor | Colorado State University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy (Ph.D.) |
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