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- Creators: Fischman, Gustavo
Description
Over 150 years since the abolition of slavery, African Americans still lack equal access to education and other quality of life markers. However, a slow increase in African American students pursuing and obtaining higher education demonstrates the progress of African American academic success. Although still not at an equitable level, this progress, and the voices of success are often muted by the majoritarian narrative of African American student failure. This research focuses on African American student success and examines the specific socio-cultural characteristics and processes that shape the ways in which African American students develop their own counter-narratives to persist and gain access to higher education. This study utilizes narrative inquiry in the form of interviews, artifacts collection and student-drawn identity maps to understand the factors that influence the development of counter-narratives. The primary research questions included: What narratives did African American students tell themselves to help them persist in school, attain a high school diploma and pursue higher education? How did they develop their narratives? How did their narratives influence their educational experiences? Five African American students who attended an elite public university in the southwest United States participated in four to five interviews ranging from six to ten hours in total. Through the analysis of their stories, the importance of culture and context were clear. Specifically their social support systems including their parents, siblings, teachers and mentors, significantly influenced their identity development and human agency. The findings also point to a critical path forward: if society commits to supporting African American student success, then shine a light on stories of persistence and potential rather than shortcomings and failures.
ContributorsFreeman, Stacey Vicario (Author) / Kozleski, Elizabeth B. (Thesis advisor) / Fischman, Gustavo (Thesis advisor) / Artiles, Alfredo (Committee member) / Arizona State University (Publisher)
Created2016
Description
The purpose of this study was to understand Black students within the Class of 2023 at Cleveland Heights High School (CHHS) motivation for pursuing a post-secondary education through the lens of Critical Race Theory (CRT), Community Cultural Wealth (CCW) and Counter-storytelling. CHHS is identified as a comprehensive high school where students have access to a rigorous, engaging curriculum that will prepare them for college and career. CHHS is located on the East side of Cleveland and has a predominately Black student population. Despite the district and CHHS efforts to cultivate a college going culture, the college enrollment rate is around 46 percent. This study utilized a qualitative Critical Race Methodology (CRM) as a guiding framework in order to negate the deficit thinking stereotype that U.S society has unjustly placed on Black students in their pursuit of higher education. CRM in education challenges biological and cultural deficit stories through counter-storytelling, oral traditions, historiographies, etc., (Solórzano & Yosso, 2002, p.37). Utilizing this framework allowed Black students to see their life experiences as a source of value and a beneficial asset. By understanding students’ motivations for pursuing a postsecondary education will in turn help build systems of support as they prepare to tackle perceived post-secondary barriers. Study participants are a part of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP). The students that participated in the study met the following criteria: participate in Gear Up, Black male or female, and first or second-generation college student. This study utilized an action research framework. In order to gain a better understanding of how college and career readiness workshops impacts students understanding and motivations to pursue a postsecondary education; students participated in a five-week long college and career readiness summer program. Students created personal narratives through the lens of counter-narrative storytelling. Counter-narratives are important means to document and share how race influences the educational experiences of people of color (Miller et al., 2020, p.273). The findings were analyzed using verbatim participant responses and four major themes emerged. The implications of this findings and recommendations for future research are provided in the final chapter.
ContributorsDaniel, Carmen C (Author) / Fischman, Gustavo (Thesis advisor) / Graves-Wolf, Leigh (Committee member) / Tefera, Adai (Committee member) / Arizona State University (Publisher)
Created2021