This study investigates degree perseverance among African Americans who transitioned from an undergraduate music program at a Historically Black College and University (HBCU) to a Predominantly White Institution (PWI). A framework based on Bourdieu’s cultural capital theory and Yosso’s community cultural wealth theory was employed to examine how academic, cultural, and social aspects of participants’ undergraduate and graduate school experiences influenced their perseverance.
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- Music Education
- African Americans in Music
- Community cultural wealth theory
- Critical Race Theory
- Cultural capital theory
- Double consciousness theory
- HBCUs and PWIs
- African American male college students--Education (Higher)
- African American male college students
- Music teachers--Training--United States.
- Music teachers
- Transfer students--Education (Higher)--United States.
- Transfer students
- Racism in education--United States.
- Academic achievement--United States--Psychological aspects.
- Academic Achievement
- Partial requirement for: Ph. D., Arizona State University, 2015Note typethesis
- Includes bibliographical references (pages 282-291)Note typebibliography
- Field of study: Music education