Documenting the experiences of academically successful college-aged African-American females
Date of Award
Doctor of Philosophy (PhD)
Child and Family Studies
women students, African American females
Family, Life Course, and Society | Sociology
There is a bias in the American education system which puts African American females at a disadvantage in relation to academic achievement. The first step in meeting the educational needs of African American females is to gain a better understanding of what contributes to academic success among this group. This paper is a qualitative study of the experiences of academically successful African American females. The conceptual frameworks which guided the research were feminist theory and grounded theory. In-depth interviews were conducted with nine academically successful college aged African American females. Coding techniques were used to analyze the data. HYPERQUAL, a computer program designed to facilitate analysis of qualitative data, was used. Common experience among the participants fell into four broad categories, characteristics, personal attributes, academic tracking, and school experiences.
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Wilderson, Dina Marlene,, "Documenting the experiences of academically successful college-aged African-American females" (1997). Child and Family Studies - Dissertations. 49.